A relação família-escola: diferentes lógicas de ação na experiência escolar
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10302 |
Resumo: | This work started from the inquiry about the mechanisms of effective participation and/or presence of families inside the school. The choice of the research object was due to the professional existence related to the partnership among the institutions and, on the other hand, to the mutual responsibility for the child/student s development. The main objective of this work was to investigate how and whether the participation of parents/relatives occurs at school or not, especially in the last grades of Primary School, which consist of the grades from 6th to 9th (previously called 5th to 8th grades), approaching the participation/presence in both public and private schools. This research was accomplished in a state public school (taking into consideration that the city public schools analyzed principally attend the initial grades of the Primary School) and a private school, both located in the city of Mogi das Cruzes, in the state of São Paulo. The schools were chosen taking as an important criterion the existence of classrooms from the last grades of Primary School and because they were schools belonging to neighborhoods, whose public mainly consisted of the surrounding neighbors who, therefore, would have more conditions to establish an affective relationship with the community. The data analysis was accomplished taking into account the theoretical references by some authors from the Social Sciences, considering Dubet s concepts of social experience and logics of action and Lahire s, Thin s and Vincent s concept of school form. To collect the data, we interviewed eight teachers, two representatives of the director team and nine students parents/relatives. We also conducted non-participant observations within the school environment, in situations with the families, as well as we proceeded to the analysis of documents (Director Plan, regarding both the public and private schools, and the specific legislation). According to the results obtained and considering the different realities investigated in this work, it is possible to point out some tendencies in the relationships established between the families and the schools, which suggest that, although the raised hypothesis lead to essentially strategic actions considering the private school, and actions designed by the subjectivizing logic, considering the public school, the construction of the social experience of the relationships happens by means of the heterogeneity of the cultural and social principles that organize the representatives behavior in both socialization institutions |
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Giovanni, Luciana MariaAlmeida, Simone de2016-04-27T16:32:28Z2011-04-142011-03-30Almeida, Simone de. The school-family relationship: different logics of action within the school experience. 2011. 163 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/10302This work started from the inquiry about the mechanisms of effective participation and/or presence of families inside the school. The choice of the research object was due to the professional existence related to the partnership among the institutions and, on the other hand, to the mutual responsibility for the child/student s development. The main objective of this work was to investigate how and whether the participation of parents/relatives occurs at school or not, especially in the last grades of Primary School, which consist of the grades from 6th to 9th (previously called 5th to 8th grades), approaching the participation/presence in both public and private schools. This research was accomplished in a state public school (taking into consideration that the city public schools analyzed principally attend the initial grades of the Primary School) and a private school, both located in the city of Mogi das Cruzes, in the state of São Paulo. The schools were chosen taking as an important criterion the existence of classrooms from the last grades of Primary School and because they were schools belonging to neighborhoods, whose public mainly consisted of the surrounding neighbors who, therefore, would have more conditions to establish an affective relationship with the community. The data analysis was accomplished taking into account the theoretical references by some authors from the Social Sciences, considering Dubet s concepts of social experience and logics of action and Lahire s, Thin s and Vincent s concept of school form. To collect the data, we interviewed eight teachers, two representatives of the director team and nine students parents/relatives. We also conducted non-participant observations within the school environment, in situations with the families, as well as we proceeded to the analysis of documents (Director Plan, regarding both the public and private schools, and the specific legislation). According to the results obtained and considering the different realities investigated in this work, it is possible to point out some tendencies in the relationships established between the families and the schools, which suggest that, although the raised hypothesis lead to essentially strategic actions considering the private school, and actions designed by the subjectivizing logic, considering the public school, the construction of the social experience of the relationships happens by means of the heterogeneity of the cultural and social principles that organize the representatives behavior in both socialization institutionsEsta pesquisa partiu do questionamento sobre os mecanismos de efetiva participação e/ou presença das famílias na escola. A escolha pelo objeto de pesquisa foi decorrente das vivências profissionais relacionadas à tão aclamada parceria entre as instituições e, por outro lado, à responsabilização mútua pelo desenvolvimento dos filhos/alunos. O objetivo central do trabalho foi investigar como e se ocorre a participação dos pais/ familiares na escola, sobretudo no Ensino Fundamental II, que compreende as turmas de 6º a 9º ano (5ª à 8ª séries), abordando tanto a participação/presença em escola pública, quanto em escola da rede privada. A pesquisa foi realizada em uma escola pública estadual (tendo em vista que a rede de ensino municipal em questão atende majoritariamente o ciclo I ou séries iniciais do ensino fundamental) e uma escola privada, ambas localizadas na cidade de Mogi das Cruzes- SP. As escolas foram escolhidas tomando como critério fundamental a existência de turmas de ensino fundamental II e o fato de serem escolas de bairro, que atendem primordialmente os moradores dos arredores e que, portanto, teriam mais condições de estabelecer uma relação efetiva com a comunidade. A análise dos dados realizou-se à luz de referencial teórico de autores das Ciências Sociais, em especial com os conceitos de experiência social e lógicas de ação de F. Dubet e o conceito de forma escolar desenvolvido por Lahire, Thin e Vincent. Para coleta de dados foram realizadas entrevistas com oito professores, dois representantes da equipe de gestores e nove pais/familiares de alunos. Foram também realizadas observações não-participantes nos ambientes escolares, em situações de relação com as famílias, bem como procedeu-se à análise de documentos (Plano de Gestão, no caso da escola pública, Plano Diretor, no caso da escola da rede privada e legislação específica). De acordo com os resultados obtidos e tendo em vista as diferentes realidades investigadas neste trabalho, é possível vislumbrar algumas tendências nas relações estabelecidas entre as famílias e as escolas, as quais sugerem que, embora a hipótese levantada aponte para ações fundamentalmente estratégicas, no caso da escola privada, e ações delineadas pela lógica da subjetivação, no caso da escola pública, a construção da experiência social das relações se faz por meio da heterogeneidade dos princípios culturais e sociais que organizam as condutas dos representantes de ambas as instituições socializadorasConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22732/Simone%20de%20Almeida.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoRelação família e escolaExperiência socialLógicas de açãoForma escolarFamily-school relationshipSocial experienceLogics of actionSchool formCNPQ::CIENCIAS HUMANAS::EDUCACAOA relação família-escola: diferentes lógicas de ação na experiência escolarThe school-family relationship: different logics of action within the school experienceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSimone de Almeida.pdf.txtSimone de Almeida.pdf.txtExtracted texttext/plain382817https://repositorio.pucsp.br/xmlui/bitstream/handle/10302/3/Simone%20de%20Almeida.pdf.txt927c2b7744ce4f55532a446be5c6e44cMD53ORIGINALSimone de Almeida.pdfapplication/pdf1792711https://repositorio.pucsp.br/xmlui/bitstream/handle/10302/1/Simone%20de%20Almeida.pdf68b339084f3949c5cf20d7cba01fd9adMD51THUMBNAILSimone de Almeida.pdf.jpgSimone de Almeida.pdf.jpgGenerated Thumbnailimage/jpeg2063https://repositorio.pucsp.br/xmlui/bitstream/handle/10302/2/Simone%20de%20Almeida.pdf.jpgb60fd9c436ddc2583086698ac2f9b796MD52handle/103022022-06-28 16:53:06.76oai:repositorio.pucsp.br:handle/10302Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-28T19:53:06Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A relação família-escola: diferentes lógicas de ação na experiência escolar |
dc.title.alternative.eng.fl_str_mv |
The school-family relationship: different logics of action within the school experience |
title |
A relação família-escola: diferentes lógicas de ação na experiência escolar |
spellingShingle |
A relação família-escola: diferentes lógicas de ação na experiência escolar Almeida, Simone de Relação família e escola Experiência social Lógicas de ação Forma escolar Family-school relationship Social experience Logics of action School form CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A relação família-escola: diferentes lógicas de ação na experiência escolar |
title_full |
A relação família-escola: diferentes lógicas de ação na experiência escolar |
title_fullStr |
A relação família-escola: diferentes lógicas de ação na experiência escolar |
title_full_unstemmed |
A relação família-escola: diferentes lógicas de ação na experiência escolar |
title_sort |
A relação família-escola: diferentes lógicas de ação na experiência escolar |
author |
Almeida, Simone de |
author_facet |
Almeida, Simone de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.author.fl_str_mv |
Almeida, Simone de |
contributor_str_mv |
Giovanni, Luciana Maria |
dc.subject.por.fl_str_mv |
Relação família e escola Experiência social Lógicas de ação Forma escolar |
topic |
Relação família e escola Experiência social Lógicas de ação Forma escolar Family-school relationship Social experience Logics of action School form CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Family-school relationship Social experience Logics of action School form |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work started from the inquiry about the mechanisms of effective participation and/or presence of families inside the school. The choice of the research object was due to the professional existence related to the partnership among the institutions and, on the other hand, to the mutual responsibility for the child/student s development. The main objective of this work was to investigate how and whether the participation of parents/relatives occurs at school or not, especially in the last grades of Primary School, which consist of the grades from 6th to 9th (previously called 5th to 8th grades), approaching the participation/presence in both public and private schools. This research was accomplished in a state public school (taking into consideration that the city public schools analyzed principally attend the initial grades of the Primary School) and a private school, both located in the city of Mogi das Cruzes, in the state of São Paulo. The schools were chosen taking as an important criterion the existence of classrooms from the last grades of Primary School and because they were schools belonging to neighborhoods, whose public mainly consisted of the surrounding neighbors who, therefore, would have more conditions to establish an affective relationship with the community. The data analysis was accomplished taking into account the theoretical references by some authors from the Social Sciences, considering Dubet s concepts of social experience and logics of action and Lahire s, Thin s and Vincent s concept of school form. To collect the data, we interviewed eight teachers, two representatives of the director team and nine students parents/relatives. We also conducted non-participant observations within the school environment, in situations with the families, as well as we proceeded to the analysis of documents (Director Plan, regarding both the public and private schools, and the specific legislation). According to the results obtained and considering the different realities investigated in this work, it is possible to point out some tendencies in the relationships established between the families and the schools, which suggest that, although the raised hypothesis lead to essentially strategic actions considering the private school, and actions designed by the subjectivizing logic, considering the public school, the construction of the social experience of the relationships happens by means of the heterogeneity of the cultural and social principles that organize the representatives behavior in both socialization institutions |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-04-14 |
dc.date.issued.fl_str_mv |
2011-03-30 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:32:28Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Almeida, Simone de. The school-family relationship: different logics of action within the school experience. 2011. 163 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10302 |
identifier_str_mv |
Almeida, Simone de. The school-family relationship: different logics of action within the school experience. 2011. 163 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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