As relações entre escolas-famílias : um estudo de caso em Barra Mansa e Volta Redonda
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2021
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Este trabalho investigativo teve como sua problemática as relações democráticas
entre famílias e escolas nos municípios de Barra Mansa e Volta Redonda, tendo como pano de
fundo a pandemia Covid-19 e como pergunta de partida: as relações entre escolas-alunos famílias vêm contribuindo para que as mesmas sejam, «substancialmente» mais
democráticas? Aranha (1992), como? Procurou verificar se essas relações entre escolas e
famílias são promotoras de democracia substancial para além da democracia formal. Para
tanto se propôs ouvir famílias, funcionários escolares e corpo pedagógico, administrativo e
gestor, com o objetivo de: analisar as avaliações que tais intervenientes fazem dessas relações
escolas-famílias; identificar sob que quadro de valores estão fundamentados em suas
avaliações, descrever como se sentem nestas relações todos os intervenientes; identificar se as
famílias participam dos processos educacionais de forma dialógica; descrever os entraves
percebidos nessas relações; compreender e descrever essas relações sob o ponto de vista
docente e dos especialistas de educação.
A Metodologia utilizada contou com um estudo prévio através de inquéritos por
questionários, utilizando a ferramenta google forms, necessária no contexto Covid 19, no mês
de julho de 2020, em que a investigadora não poderia estar no territóro da investigação. Em
seguida no mês de novembro de 2020, quando houve possibilidade de seguir com a
investigação de caráter qualitativo, contou com a participação voluntária de famílias,
professores, diretores escolares, equipes pedagógicas e secretarias de educação em entrevistas,
focus group e individuais, contando com uma variedade de instrumentos e formas de recolha
de dados. Todas as entrevistas foram filmadas, priorizando a qualidade da investigação, com a
as devidas autorizações e acordos de anonimato e confidencialidade.
A intenção de comparar as relações entre duas cidades vizinhas objetivou a reflexão
sobre as possíveis aprendizagens e colaborações futuras entre as mesmas.
Quanto aos objetivos estabelecidos para essa investigação podemos dizer que todos
foram alcançados. Quanto aos valores que embasam as avaliações por parte de todos os
colaboradores dessa investigação, esses sinalizam estar de acordo com os quatro pilares da
educação segundo Delors (1996); apontam para um panorama complexo de interação em que
se percebe tanto a participação ativa quanto passiva das famílias, denunciando em seus
discursos possibilidades de atitudes críticas tanto quanto ingênuas. Quanto aos sentimentos demonstrados o de pertença, o de rejeição/discriminação são concomitantes, às vezes no
mesmo campo. Quanto à participação ficou latente a necessidade de formação para que as
famílias se apropriem desse seu direito. Muitas não a percebem como direito e há quem nem
saiba o que significa democracia. Quanto aos posicionamentos da escola através de seus
docentes, coordenadores, gestores ficou evidente a complexidade da tarefa em garantir escola
para todos e todas com a garantia dos direitos de participação democrática. Alguns
demonstram andar na lógica A com B, diálogo, defendido por Freire (2020), outros no
antidiálogo denunciado por Freire (2020), na lógica A sobre B.
A investigação possibilitou verificar que nas duas cidades há muito o que se fazer
para a promoção da cidadania e participação democrática; que há necessidade de se investir
em formação cidadã tanto entre as famílias quanto entre os docentes; que Volta Redonda já
possui algumas práticas de formação cidadã entre as famílias, entretanto há ainda o que
melhorar para além da formalidade, em direção à substancialidade. E que em Barra Mansa há
um campo fértil para a intervenção na área de formação cidadã tanto entre os docentes quanto
entre as famílias e nas relações de ambas.
Respondendo à pergunta de partida: as relações entre escolas-famílias não vêm sendo
promotoras de cidadania substancial para além da formal, e só com a simultaneidade dessas
democracias poderemos garantir escola para todos e todas.
Algumas propostas: criação de projeto de educação parental para o fortalecimento da
cidadania e participação democrática, através de parcerias com as universidades públicas e
privadas da região e ONGs.
É possível que os resultados deste trabalho venha contribuir para o maior
envolvimento das famílias e escolas na busca de uma democracia substancial, democracia
reclamada, cidadania participativa. Desejamos que mais pontes de diálogos sejam emergidas
na lógica A com B, em que as escolas e as famílias superem a lógica A sobre B.
Concluímos que precisaremos de nos descontruir, de nos reformular, de nos
descentrar, para que haja mudança tipo 2, ou seja, aquela que permite uma reestruturação dos
quadros de referências para uma lógica superior, mais solidária, humana, democrática, cidadã.
This investigative work had as its problematic the democratic relations between families and schools in the municipalities of Barra Mansa and Volta Redonda, against the background of the Covid-19 pandemic and as a starting questions: the relations between schools-students-families have been contributing to that they are «substantially» more democratic? Aranha(1992), how? It sought to verify wheter these relationships between schools and families are promoters of substantial beyond formal democracy. For this purpose, it was proposed to listen to families, school employees and the pedagogical, administrative and managerial staff, with the aim of: analyzing the assessments that these interveners make of these school-family relationships; identify under which framework of values their assessments are based, describe how all stakeholders feel in these relationships; identify whether families participate in educational processes in a dialogic way; describe the barriers perceived in these relationships; Understand and describe these relationships from the point of view of teachers and education specialists. The methodology used included a previous study through questionnaire surveys, using the google forms tool, necessary in the Covid 19 context, in July 2020, in which the researcher could not be in the territory of the investigation. Then, in November 2020, when it was possible to continue with the qualitative investigation, it had the voluntary participation of families, teachers, school directors, pedagogical teams and education departments in interviews, focus groups and individuals, with a variety of instruments and forms of data collection. All interviews were filmed, prioritizing the quality of the investigation, with the proper authorizations and anonymity and confidentiality agreements. The intention of comparing the relations between two neighboring cities animed to reflect on the possible learning and future collaborations between them. As for the objectives established for this investigation, we can say that they were all achieved. As for the values that underlie the assessments by all collaborators in this investigation, these indicate that they are in agreement with the pillars of education according to Delors(1996); point to a complex panorama of interaction in which the active and passive participation of families is perceived, denouncing in their speeches possibilities of critical as well as naive attitides. As for feelings demonstrated belonging, rejection/discrimination are concomitant, sometimes in the same field. As for participation, the need for training for families to appropriate this right was latent. Many do not perceive it as a right and some do not even know what democracy means. As for the positions of the school through its teachers, coordinators, managers, the complexity of the task of guaranteeing a school for everyone with the guarantee of the rights of democratic participation was evident. Some demonstrate walking in logic A with B, dialogue, defended by Freire(2020), others in the anti-dialogue denounced by Freire(2020), in logic A over B. The investigation made it possible to verify that in both cities there is a lot to be done to promote citizenship and democratic participation; that there is a need to invest in civic education both among families and among teachers, Volta Redonda already has some citizenship education practices among the families, however there is still room for improvement beyond formality, towards substantiality. And that in Barra Mansa there is a fertile field for intervention in the area of civic education, both among teachers and between families and in their relationships. Answering the starting question: the relations between family-schools have not been promoting substantial citizenship beyond the formal one, and only with the simultaneity of these democracies will we be able to guarantee a school for everyone. Some proposals: creation of a parental education project to strengthen citizenship and democratic participation, through partnership with public and private universities in the region and NGOs. It is possible that the results ofthis work will contribute to the greater involvement of families and schools in the search for substancial democracy, demanded democracy, participatory citizenship. We hope that more bridges of dialogues emerge in logic A with B, in which schools and families overcome logic A over B. We conclude that we will need to deconstruct, reformulate, decentralize ourselves, so that there is a type 2 chance for a superior logic, more solidary, human, democratic, citizen.
This investigative work had as its problematic the democratic relations between families and schools in the municipalities of Barra Mansa and Volta Redonda, against the background of the Covid-19 pandemic and as a starting questions: the relations between schools-students-families have been contributing to that they are «substantially» more democratic? Aranha(1992), how? It sought to verify wheter these relationships between schools and families are promoters of substantial beyond formal democracy. For this purpose, it was proposed to listen to families, school employees and the pedagogical, administrative and managerial staff, with the aim of: analyzing the assessments that these interveners make of these school-family relationships; identify under which framework of values their assessments are based, describe how all stakeholders feel in these relationships; identify whether families participate in educational processes in a dialogic way; describe the barriers perceived in these relationships; Understand and describe these relationships from the point of view of teachers and education specialists. The methodology used included a previous study through questionnaire surveys, using the google forms tool, necessary in the Covid 19 context, in July 2020, in which the researcher could not be in the territory of the investigation. Then, in November 2020, when it was possible to continue with the qualitative investigation, it had the voluntary participation of families, teachers, school directors, pedagogical teams and education departments in interviews, focus groups and individuals, with a variety of instruments and forms of data collection. All interviews were filmed, prioritizing the quality of the investigation, with the proper authorizations and anonymity and confidentiality agreements. The intention of comparing the relations between two neighboring cities animed to reflect on the possible learning and future collaborations between them. As for the objectives established for this investigation, we can say that they were all achieved. As for the values that underlie the assessments by all collaborators in this investigation, these indicate that they are in agreement with the pillars of education according to Delors(1996); point to a complex panorama of interaction in which the active and passive participation of families is perceived, denouncing in their speeches possibilities of critical as well as naive attitides. As for feelings demonstrated belonging, rejection/discrimination are concomitant, sometimes in the same field. As for participation, the need for training for families to appropriate this right was latent. Many do not perceive it as a right and some do not even know what democracy means. As for the positions of the school through its teachers, coordinators, managers, the complexity of the task of guaranteeing a school for everyone with the guarantee of the rights of democratic participation was evident. Some demonstrate walking in logic A with B, dialogue, defended by Freire(2020), others in the anti-dialogue denounced by Freire(2020), in logic A over B. The investigation made it possible to verify that in both cities there is a lot to be done to promote citizenship and democratic participation; that there is a need to invest in civic education both among families and among teachers, Volta Redonda already has some citizenship education practices among the families, however there is still room for improvement beyond formality, towards substantiality. And that in Barra Mansa there is a fertile field for intervention in the area of civic education, both among teachers and between families and in their relationships. Answering the starting question: the relations between family-schools have not been promoting substantial citizenship beyond the formal one, and only with the simultaneity of these democracies will we be able to guarantee a school for everyone. Some proposals: creation of a parental education project to strengthen citizenship and democratic participation, through partnership with public and private universities in the region and NGOs. It is possible that the results ofthis work will contribute to the greater involvement of families and schools in the search for substancial democracy, demanded democracy, participatory citizenship. We hope that more bridges of dialogues emerge in logic A with B, in which schools and families overcome logic A over B. We conclude that we will need to deconstruct, reformulate, decentralize ourselves, so that there is a type 2 chance for a superior logic, more solidary, human, democratic, citizen.
Descrição
Orientação: Ana Benavente ; co-orientação: Sónia Vladimira Correia
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FAMÍLIA, ESCOLAS, DEMOCRACIA, PARTICIPAÇÃO DEMOCRÁTICA, ESTUDOS DE CASO, EDUCATION, FAMILY, SCHOOLS, DEMOCRACY, DEMOCRATIC PARTICIPATION, CASE STUDIES