Sentidos de participa????o para escola e fam??lias na educa????o dos adolescentes: elementos para a atua????o da equipe gestora

• Autor(a) principal: Silva, Carlos Alberto Costa da
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/1676
• topic: fam??lia; escola p??blica; participa????o; forma????o de adolescentes; teoria cr??tica; family; public school; participation; formation of adolescents; critical theory; familia; escuela p??blica; participaci??n; entrenamiento adolescentes; teor??a cr??tica; CIENCIAS HUMANAS::EDUCACAO

This research seeks the meanings of participation for school and families of adolescents. The family as the first formator and socializer of the individual is present at the school of their children in the early years. In adolescence, there is a withdrawal, and the presence of those responsible occurs in bimonthly meetings or when there are conflicts to be appeased. The re-search question that problematize the theme is: What policies and practices of participation for school and families, from the perspective of the State Secretariat of Education of S??o Paulo, within the scope of school culture, in contemporary society? The hypotheses assume that: a) families and school differ on the meanings of participation: for the school, the sense of family participation is to contribute to the good behavior and performance of the adolescents, through parental authority; for the family, to participate in the adolescent's school life is to attend meetings to know the grades obtained by the children; b) the public policies of the S??o Paulo State Secretariat are practiced, in part, by school management; However, there is a need to review concepts related to families by school management; c) the factors that contribute to family participation in adolescent education have been: The APM, the School Council, the Student Guild and the Class/Class Council, as well as a school culture focused on family par-ticipation with an emphasis on shared leadership. The overall goal is to identify the meanings of participation for school and adolescent families. As specific objectives, to know the public policies of the State of S??o Paulo that stimulate the participation of the family; To investigate the role of the family in the education of the adolescent, considering the new family configu-rations; and understand the meanings of participation for school and families, in the context of a state public school in the south of S??o Paulo. The theoretical-critical framework is the critical theory of the Frankfurt School, especially Adorno, Marcuse and Horkheimer. The empirical research methodology combines case study, documentary analysis and participant observation and interviews with school actors and mothers of adolescents. The main results indicate that the hypotheses are partially confirmed. Based on these results, the research proposes actions of intervention directed to the school management, in the sense of favoring the relations between families and school in the formation of adolescents.