O dever de casa como política educacional e objecto de pesquisa

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dc.contributor.authorCarvalho, Maria Eulina Pessoa de
dc.date.accessioned2011-11-04T19:00:52Z
dc.date.available2011-11-04T19:00:52Z
dc.date.issued2006
dc.descriptionRevista Lusófona de Educaçãopt
dc.description.abstractBy explicitly capitalizing on time and material and symbolic resources of parents, homework constitutes an object of educational policy aiming at promoting school success through parental involvement in schooling, both in the United States and Brazil. The focus on homework allows for the examination of implicit aspects of family–school interactions within current international context of neoliberal education reform, which draws on the rhetoric that good public schools begin at home. Emphasized as a solution to enhance learning and school productivity, homework is fundamentally a political issue with educational equity implications. As a component of the teaching–learning process and evaluation, it affects teachers’ work and pedagogical planning, as well as family life, by requiring the articulation between classroom and home activities, and a supportive domestic structure. The consideration of the implications of homework practices opens a broad research agendaen
dc.formatapplication/pdf
dc.identifier.issn1646-401X
dc.identifier.urihttp://hdl.handle.net/10437/1453
dc.language.isoporpt
dc.publisherEdições Universitárias Lusófonaspt
dc.rightsopenAccess
dc.subjectEDUCAÇÃOpt
dc.subjectPOLÍTICA EDUCATIVApt
dc.subjectSUCESSO ESCOLARpt
dc.subjectEDUCATIONen
dc.subjectEDUCATIONAL POLICYen
dc.subjectSCHOOL SUCCESSen
dc.titleO dever de casa como política educacional e objecto de pesquisapt
dc.typearticlept

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Revista Lusófona de Educação n.º 08 (2006)