A participação da família na formação e educação escolar dos filhos no século XXI
Miniatura indisponível
Data
2022
Autores
Rodrigues, Lindomar Jémison Moura
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A discussão sobre a participação da família no processo de formação escolar tem sido muito
exaltada, pois muitas pesquisas apontam que o envolvimento dos pais com a escola dos seus
filhos, facilita o processo da aquisição da aprendizagem, diminuindo os traumas que essa
etapa muitas vezes pode trazer. A frequência dessas discussões deve-se ao facto de que,
muitas vezes, os pais, apesar de saberem dessa importância, ainda acham que o processo de
ensino-aprendizagem é uma responsabilidade exclusiva do professor. O objetivo da pesquisa
é analisar a importância da participação dos pais de forma efetiva na vida escolar dos seus
filhos. A metodologia da pesquisa foi de natureza exploratória, descritiva e apresenta
abordagem quantitativa. Realizada com pais e professores de duas escolas sendo uma da
Educação Básica do Município de Sobral - CE e a outra Escola de cunho Evangélico.
Quanto aos pais foram entrevistados 106 (cento e seis) da rede particular e 77 (setenta e
sete) da rede pública. Em relação aos professores foram entrevistados 30 (trinta) da rede
particular e 40 (quarenta) da rede pública. No estudo foram citados autores de referência tais
como: Assmann & Sung (2012), Azanha (2011), Campos (2011), Castro (2012), Chalita
(2011), Codo (2009), Cunha (2010) entre outros que tratam do assunto. Os resultados da
pesquisa evidenciaram que muitas vezes, os pais se abstêm da sua obrigação em visitar a
escola, tal comportamento deve-se ao facto de, na maioria das vezes, não possuírem um
relacionamento estreito e afetivo com o professor e a escola, ou acreditam que sua
participação é dispensável, ou ainda, não sabem como participar. Diante disto, a
problematização que se apresenta é a criação de uma parceria entre a família e a escola onde
depende muito da conscientização dos professores e de toda a instituição para uma mudança
desta situação. As reuniões entre pais e mestres são sempre cansativas, baseadas em temas
teóricos e abstratos, em que muitas vezes os pais ouvem uma lista de problemas dos filhos,
que vão desde mau comportamento às notas ruins e somente o professor fala. Os pais
precisam ter um espaço para falar, apresentar suas ideias, demonstrar o que pensam sobre o
trabalho do professor e, em geral, de toda a escola. Ao mesmo tempo, a escola deve
promover programas para o envolvimento familiar, além das datas comemorativas.
Reuniões específicas para orientação da participação efetiva dos pais na educação escolar
dos filhos, fazendo com que os mesmos percebam o quanto podem colaborar com o trabalho
do professor e o quanto essa parceria pode ser positiva para todos os envolvidos no processo
ensino-aprendizagem do discente. É uma alternativa interessante para o início da mudança
de postura dos pais em relação à vida escolar de seus filhos. Nesse contexto, a conclusão
que se chega é que embora ainda seja tímida a participação da família e muito há o que ser
feito, cabe também aos educadores comprometidos verdadeiramente com a aprendizagem
dos alunos, buscar o estreito relacionamento das relações, numa parceria entre aluno -
professor - família e escola.
The discussion of family participation in school education process has been highly exalted, because many studies show that parental involvement with the school of their children, facilitates the process of acquisition of learning, reducing the trauma that this step can often bring. The frequency of these discussions is due to the fact that parents often, even though they know this importance, still feel that the teaching-learning process is the teacher’s sole responsibility. The objective of the research is to analyze the importance of parents' participation in an effective way in their children's school life. The methodology used to elaborate the study was exploratory, descriptive and presents a quantitative approach. Held with parents and teachers of two schools being one of Basic Education in the Municipality of Sobral-CE and the other Evangelical School. Parents were interviewed 106 of the private network and 77 of the public network. In relation to the teachers, 30 were interviewed from the private network and 40 from the public network. In the study, authors such as Assmann & Sung (2012), Azanha (2011), Campos (2011), Castro (2012) and Chalita (2011), Codo (2009) and Cunha (2010) were cited. The survey results showed that often parents abstain from their obligation to visit the school, such behavior is due to the fact that, in most cases, do not have a close and loving relationship with the teacher and the school, or believe that their participation is expendable, or do not know how to participate. In view of this, the creation of a partnership between the family and the school depends greatly on the awareness of teachers and the whole institution to change this situation. Parent-teacher meetings are always tiring, based on theoretical and abstract themes, where parents often listen to a list of children’s problems ranging from bad behavior to bad grades and only the teacher speaks. Parents need to have a space to talk, present their ideas, demonstrate what they think about the work of the teacher and, in general, the whole school. At the same time, the school should promote programs for family involvement, in addition to the commemorative dates. Specific meetings to guide the effective participation of parents in the education of the children, making them realize how much they can collaborate with the teacher’s work and how this partnership can be positive for everyone involved in student teaching-learning process is an interesting alternative for the beginning of the change of posture of the parents in relation to the school life of their children. In this context it is concluded that although it is still shy participation of the family and there is to be done, it is also up to educators committed truly with student learning, seeking the close relationship of the relationship, a partnership between student – teacher – family and school.
The discussion of family participation in school education process has been highly exalted, because many studies show that parental involvement with the school of their children, facilitates the process of acquisition of learning, reducing the trauma that this step can often bring. The frequency of these discussions is due to the fact that parents often, even though they know this importance, still feel that the teaching-learning process is the teacher’s sole responsibility. The objective of the research is to analyze the importance of parents' participation in an effective way in their children's school life. The methodology used to elaborate the study was exploratory, descriptive and presents a quantitative approach. Held with parents and teachers of two schools being one of Basic Education in the Municipality of Sobral-CE and the other Evangelical School. Parents were interviewed 106 of the private network and 77 of the public network. In relation to the teachers, 30 were interviewed from the private network and 40 from the public network. In the study, authors such as Assmann & Sung (2012), Azanha (2011), Campos (2011), Castro (2012) and Chalita (2011), Codo (2009) and Cunha (2010) were cited. The survey results showed that often parents abstain from their obligation to visit the school, such behavior is due to the fact that, in most cases, do not have a close and loving relationship with the teacher and the school, or believe that their participation is expendable, or do not know how to participate. In view of this, the creation of a partnership between the family and the school depends greatly on the awareness of teachers and the whole institution to change this situation. Parent-teacher meetings are always tiring, based on theoretical and abstract themes, where parents often listen to a list of children’s problems ranging from bad behavior to bad grades and only the teacher speaks. Parents need to have a space to talk, present their ideas, demonstrate what they think about the work of the teacher and, in general, the whole school. At the same time, the school should promote programs for family involvement, in addition to the commemorative dates. Specific meetings to guide the effective participation of parents in the education of the children, making them realize how much they can collaborate with the teacher’s work and how this partnership can be positive for everyone involved in student teaching-learning process is an interesting alternative for the beginning of the change of posture of the parents in relation to the school life of their children. In this context it is concluded that although it is still shy participation of the family and there is to be done, it is also up to educators committed truly with student learning, seeking the close relationship of the relationship, a partnership between student – teacher – family and school.
Descrição
Orientação: Marisa Pascarelli Agrello
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, FAMÍLIA, FAMILY, EDUCAÇÃO FAMILIAR, FAMILY EDUCATION, ESCOLAS, SCHOOLS, DESEMPENHO ESCOLAR, SCHOOL PERFORMANCE