Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação.
Autor(a) principal: | |
---|---|
Data de Publicação: | 2004 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2551 |
Resumo: | The aim of this study is to identify the inter-relationships established between teachers and 4th grade fundamental school pupils families that have learning difficulties and attend to parallel reinforcement classes. Took part in this study five regular 4th grade teachers, four parallel reinforcement classes teachers and six families (three of which were considered to be involved with the school and three non-involved). All children had learning difficulties and attended classes at three public schools in the town of Jaboticabal, São Paulo state, in Brazil. The instruments used for data collection were semi-structured interviews and parents evenings. The results show that the families evaluate negatively the current relationship with their children s school and point out that they would like to participate more actively, getting to know more about their children and the school as a whole. However, they see positively the school participation towards their families. The families in the study differ from the traditional mom-dad-children type of family seen as correct and normal by the teachers. The mothers in the study tend to follow the school life of their children, check their notebooks daily, ask how was the day at school and help with the homework. On the other hand, teachers judge the families as not structured and responsible for the students failures. They consider that the families oversight and are uninterested toward their children education. Teachers see their and the school s current involvement with the families as very positive, but not the other way round (they see as poor the family-school involvement). During the study it was possible to notice that the family-school communication is done mainly through notes and in the parents evenings every other month. A closer contact may happen between parents and teachers if a student eventually appears to have learning difficulties or misbehaves. It was possible to verify that the contacts are always the schools initiative and are always restrict and punctual. The families participation is restricted to the rules dictated by the school. It is the school that decides how, when and why the families should take part in the school environment. In the teachers speeches the parents-school partnership is put in evidence but there is no apparent effort from the school stimulating the parents participation in order to improve their children s performance in the same way that there is no coordinated effort to make parents act in partnership with the school. |
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Oliveira, Andréia Regina deReali, Aline Maria de Medeiros Rodrigueshttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4786679T6http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4767293Z5297acb6d-1de9-48d1-bfd8-200701185ac52016-06-02T19:39:13Z2004-12-082016-06-02T19:39:13Z2004-03-05OLIVEIRA, Andréia Regina de. Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação.. 2004. 105 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004.https://repositorio.ufscar.br/handle/ufscar/2551The aim of this study is to identify the inter-relationships established between teachers and 4th grade fundamental school pupils families that have learning difficulties and attend to parallel reinforcement classes. Took part in this study five regular 4th grade teachers, four parallel reinforcement classes teachers and six families (three of which were considered to be involved with the school and three non-involved). All children had learning difficulties and attended classes at three public schools in the town of Jaboticabal, São Paulo state, in Brazil. The instruments used for data collection were semi-structured interviews and parents evenings. The results show that the families evaluate negatively the current relationship with their children s school and point out that they would like to participate more actively, getting to know more about their children and the school as a whole. However, they see positively the school participation towards their families. The families in the study differ from the traditional mom-dad-children type of family seen as correct and normal by the teachers. The mothers in the study tend to follow the school life of their children, check their notebooks daily, ask how was the day at school and help with the homework. On the other hand, teachers judge the families as not structured and responsible for the students failures. They consider that the families oversight and are uninterested toward their children education. Teachers see their and the school s current involvement with the families as very positive, but not the other way round (they see as poor the family-school involvement). During the study it was possible to notice that the family-school communication is done mainly through notes and in the parents evenings every other month. A closer contact may happen between parents and teachers if a student eventually appears to have learning difficulties or misbehaves. It was possible to verify that the contacts are always the schools initiative and are always restrict and punctual. The families participation is restricted to the rules dictated by the school. It is the school that decides how, when and why the families should take part in the school environment. In the teachers speeches the parents-school partnership is put in evidence but there is no apparent effort from the school stimulating the parents participation in order to improve their children s performance in the same way that there is no coordinated effort to make parents act in partnership with the school.Este estudo tem como objetivo identificar as inter-relações estabelecidas entre professoras e famílias de alunos da 4a série do ensino fundamental que apresentam dificuldades escolares e que freqüentam a classe de recuperação paralela. Participaram do estudo cinco professoras da 4a série regular, quatro professoras da classe de recuperação paralela e seis famílias (três consideradas envolvidas e três não envolvidas) de alunos com dificuldades escolares de três escolas públicas estaduais de ensino fundamental, da cidade de Jaboticabal, interior do Estado de São Paulo. Os instrumentos utilizados para a coleta de dados foram à entrevista semiestruturada e a observação das reuniões de pais. Os resultados mostram que as famílias avaliam negativamente suas participações com a escola dos filhos e indicam que gostariam de participar mais, saber mais a respeito do filho e da escola como um todo, no entanto, percebem positivamente a participação da escola frente suas famílias. As famílias do grupo diferem do modelo, pai-mãe e filhos, tomado como correto e normal pelas professoras. As mães pesquisadas costumam acompanhar a vida escolar dos filhos, olham os cadernos diariamente, perguntam como foi o dia na escola e auxiliam nas tarefas de casa. Por outro lado, as professoras julgam as famílias como desestruturadas e responsáveis pelo fracasso escolar dos alunos. As professoras consideram as famílias omissas e desinteressadas com relação à escolarização dos filhos. As docentes concebem seu envolvimento e da escola com as famílias de forma bastante positiva; por outro lado, percebem negativamente a participação das famílias com a escola. Durante a pesquisa, constatou-se que os contatos entre as duas instituições são realizados prioritariamente por meio de bilhetes e, bimestralmente, nas reuniões de pais, podem ocorrer eventuais contatos se algum aluno apresentar dificuldades escolares e/ou comportamento. Verificou-se que os contatos partem sempre da escola com relação às famílias e são sempre restritos e pontuais. As famílias participam de acordo com as normas ditadas pela escola. É a escola quem decide como, quando e por que as famílias devem participar do ambiente escolar. No discurso das professoras, verifica-se a importância da parceria da escola com os pais, no entanto, não há, aparentemente, um empenho da escola na mobilização da participação dos pais para a melhoria do desempenho escolar das crianças, assim como não há ainda um esforço coordenado pela escola para levar os pais a agir em parceria com a escola.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRAssosiações de pais e professoresEnsino de primeiro grau - recuperaçãoPais e professoresCIENCIAS HUMANAS::EDUCACAORelação escola e famílias: a visão de professores e mães de alunos de classes de recuperação.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-15dad53b4-f4f2-4c92-b369-473de23cc8dainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissARO.pdfapplication/pdf795197https://repositorio.ufscar.br/bitstream/ufscar/2551/1/DissARO.pdf42b165794de28905dd244929be11d30fMD51THUMBNAILDissARO.pdf.jpgDissARO.pdf.jpgIM Thumbnailimage/jpeg9715https://repositorio.ufscar.br/bitstream/ufscar/2551/2/DissARO.pdf.jpg355686ab5d7ca522e73992c33edceaa8MD52ufscar/25512023-09-18 18:30:50.484oai:repositorio.ufscar.br:ufscar/2551Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:50Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. |
title |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. |
spellingShingle |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. Oliveira, Andréia Regina de Assosiações de pais e professores Ensino de primeiro grau - recuperação Pais e professores CIENCIAS HUMANAS::EDUCACAO |
title_short |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. |
title_full |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. |
title_fullStr |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. |
title_full_unstemmed |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. |
title_sort |
Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação. |
author |
Oliveira, Andréia Regina de |
author_facet |
Oliveira, Andréia Regina de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4767293Z5 |
dc.contributor.author.fl_str_mv |
Oliveira, Andréia Regina de |
dc.contributor.advisor1.fl_str_mv |
Reali, Aline Maria de Medeiros Rodrigues |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4786679T6 |
dc.contributor.authorID.fl_str_mv |
297acb6d-1de9-48d1-bfd8-200701185ac5 |
contributor_str_mv |
Reali, Aline Maria de Medeiros Rodrigues |
dc.subject.por.fl_str_mv |
Assosiações de pais e professores Ensino de primeiro grau - recuperação Pais e professores |
topic |
Assosiações de pais e professores Ensino de primeiro grau - recuperação Pais e professores CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The aim of this study is to identify the inter-relationships established between teachers and 4th grade fundamental school pupils families that have learning difficulties and attend to parallel reinforcement classes. Took part in this study five regular 4th grade teachers, four parallel reinforcement classes teachers and six families (three of which were considered to be involved with the school and three non-involved). All children had learning difficulties and attended classes at three public schools in the town of Jaboticabal, São Paulo state, in Brazil. The instruments used for data collection were semi-structured interviews and parents evenings. The results show that the families evaluate negatively the current relationship with their children s school and point out that they would like to participate more actively, getting to know more about their children and the school as a whole. However, they see positively the school participation towards their families. The families in the study differ from the traditional mom-dad-children type of family seen as correct and normal by the teachers. The mothers in the study tend to follow the school life of their children, check their notebooks daily, ask how was the day at school and help with the homework. On the other hand, teachers judge the families as not structured and responsible for the students failures. They consider that the families oversight and are uninterested toward their children education. Teachers see their and the school s current involvement with the families as very positive, but not the other way round (they see as poor the family-school involvement). During the study it was possible to notice that the family-school communication is done mainly through notes and in the parents evenings every other month. A closer contact may happen between parents and teachers if a student eventually appears to have learning difficulties or misbehaves. It was possible to verify that the contacts are always the schools initiative and are always restrict and punctual. The families participation is restricted to the rules dictated by the school. It is the school that decides how, when and why the families should take part in the school environment. In the teachers speeches the parents-school partnership is put in evidence but there is no apparent effort from the school stimulating the parents participation in order to improve their children s performance in the same way that there is no coordinated effort to make parents act in partnership with the school. |
publishDate |
2004 |
dc.date.available.fl_str_mv |
2004-12-08 2016-06-02T19:39:13Z |
dc.date.issued.fl_str_mv |
2004-03-05 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:39:13Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Andréia Regina de. Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação.. 2004. 105 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2551 |
identifier_str_mv |
OLIVEIRA, Andréia Regina de. Relação escola e famílias: a visão de professores e mães de alunos de classes de recuperação.. 2004. 105 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004. |
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https://repositorio.ufscar.br/handle/ufscar/2551 |
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