O dever de casa como política educacional e objecto de pesquisa

• Autor(a) principal: Carvalho, Maria Eulina Pessoa de
• Data de Publicação: 2006
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10437/1453
• topic: EDUCAÇÃO; POLÍTICA EDUCATIVA; SUCESSO ESCOLAR; EDUCATION; EDUCATIONAL POLICY; SCHOOL SUCCESS

By 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 agenda