School-family relationship. Uncover obstacles/adapt strategies

• Autor(a) principal: Sousa, Maria Martins de
• Data de Publicação: 2011
• Outros Autores: Sarmento, Teresa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2011.3336

The little involvement of tutors in the school life of their children, identified as a problem that all the school community experiences, schools and teachers in particular, is a phenomenon that has aroused the attention of many investigators, as well as the regard of the political power, noticeable in the vast publication of scientific studies and in the profuse regulatory production of which has been targeted in the last few years. This study, developed within the thesis in School Administration and Organization Master and oriented by Professor Teresa Sarmento, had as its main objective the characterization of the school-family relationship in a particular middle school of the centre region of the country. To do so, the perception of a sample of tutors and class directors was observed, using questionnaires and interviews. In this article the results are presented regarding the level of communication between tutors and class directors, the areas where that participation should be more effective, the existent constraints to that participation/involvement, as well as some strategies that the school can develop. The results suggest the existence of difficulties caused by the dynamics and family limitations, and also by the organizational and functional school culture.