The importance of what is learned in school: the school-families partnership in perspective

Detalhes bibliográficos
Autor(a) principal: Reali, Aline Maria de Medeiros Rodrigues
Data de Publicação: 2005
Outros Autores: Tancredi, Regina Maria Simões Puccinelli
Tipo de documento: Artigo
Idioma: por
Título da fonte: Paidéia (Ribeirão Preto. Online)
Texto Completo: https://www.revistas.usp.br/paideia/article/view/6229
Resumo: This paper examines the results of a project that aimed the strengthening school-family relationship. Considering the demands indicated by one school community (teachers and their students' families) a research and intervention methodology was adopted in an in-service continued teacher education program. The data from questionnaires and interviews with the subjects were considered as well the observational information gathered in the meetings between the researchers and the school teachers and between them with their students' families. With this experience it was possible to construct collaboratively, with the school teachers of 5-8 grade of an Elementary School, school-families approximations strategies. It was considered the schoolteachers and theirs students' families point of view about the educational demands of the students and the importance of the school knowledge. It was possible to know some the school culture aspects and to promote and evaluate teacher professional development processes.
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spelling The importance of what is learned in school: the school-families partnership in perspective A importância do que se aprende na escola: a parceria escola-famílias em perspectiva Relação escola-famíliasformação continuada de professoresdesenvolvimento profissional de professoresSchool-families relationshipin-service teacher educationteacher professional development This paper examines the results of a project that aimed the strengthening school-family relationship. Considering the demands indicated by one school community (teachers and their students' families) a research and intervention methodology was adopted in an in-service continued teacher education program. The data from questionnaires and interviews with the subjects were considered as well the observational information gathered in the meetings between the researchers and the school teachers and between them with their students' families. With this experience it was possible to construct collaboratively, with the school teachers of 5-8 grade of an Elementary School, school-families approximations strategies. It was considered the schoolteachers and theirs students' families point of view about the educational demands of the students and the importance of the school knowledge. It was possible to know some the school culture aspects and to promote and evaluate teacher professional development processes. Este artigo examina resultados de um projeto cujo objetivo foi fortalecer as relações escola-famílias. Consideraram-se as demandas indicadas por uma comunidade escolar (professores e famílias dos alunos de uma escola pública estadual de segundo ciclo do ensino fundamental). A experiência foi desenvolvida a partir do uso de uma metodologia de pesquisa e intervenção relacionada a um programa de formação continuada de professores no local de trabalho. Dados de questionários e de entrevistas com os diferentes participantes foram considerados assim como de observações dos encontros dos pesquisadores com os professores e destes com as famílias de seus alunos. Com a experiência foi possível construir, em colaboração, estratégias de aproximação escola-famílias. Para tanto, partiu-se das visões que professores e famílias apresentavam sobre as necessidades educativas dos alunos e a importância dos conhecimentos escolares. Foi possível ainda conhecer aspectos da cultura escolar e promover e acompanhar processos de desenvolvimento profissional de professores. Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2005-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/622910.1590/S0103-863X2005000200011Paidéia (Ribeirão Preto); v. 15 n. 31 (2005); 239-247 Paidéia (Ribeirão Preto); Vol. 15 No. 31 (2005); 239-247 Paidéia (Ribeirão Preto); Vol. 15 Núm. 31 (2005); 239-247 1982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/paideia/article/view/6229/7760Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessReali, Aline Maria de Medeiros RodriguesTancredi, Regina Maria Simões Puccinelli2012-05-01T02:12:47Zoai:revistas.usp.br:article/6229Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-05-01T02:12:47Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv The importance of what is learned in school: the school-families partnership in perspective
A importância do que se aprende na escola: a parceria escola-famílias em perspectiva
title The importance of what is learned in school: the school-families partnership in perspective
spellingShingle The importance of what is learned in school: the school-families partnership in perspective
Reali, Aline Maria de Medeiros Rodrigues
Relação escola-famílias
formação continuada de professores
desenvolvimento profissional de professores
School-families relationship
in-service teacher education
teacher professional development
title_short The importance of what is learned in school: the school-families partnership in perspective
title_full The importance of what is learned in school: the school-families partnership in perspective
title_fullStr The importance of what is learned in school: the school-families partnership in perspective
title_full_unstemmed The importance of what is learned in school: the school-families partnership in perspective
title_sort The importance of what is learned in school: the school-families partnership in perspective
author Reali, Aline Maria de Medeiros Rodrigues
author_facet Reali, Aline Maria de Medeiros Rodrigues
Tancredi, Regina Maria Simões Puccinelli
author_role author
author2 Tancredi, Regina Maria Simões Puccinelli
author2_role author
dc.contributor.author.fl_str_mv Reali, Aline Maria de Medeiros Rodrigues
Tancredi, Regina Maria Simões Puccinelli
dc.subject.por.fl_str_mv Relação escola-famílias
formação continuada de professores
desenvolvimento profissional de professores
School-families relationship
in-service teacher education
teacher professional development
topic Relação escola-famílias
formação continuada de professores
desenvolvimento profissional de professores
School-families relationship
in-service teacher education
teacher professional development
description This paper examines the results of a project that aimed the strengthening school-family relationship. Considering the demands indicated by one school community (teachers and their students' families) a research and intervention methodology was adopted in an in-service continued teacher education program. The data from questionnaires and interviews with the subjects were considered as well the observational information gathered in the meetings between the researchers and the school teachers and between them with their students' families. With this experience it was possible to construct collaboratively, with the school teachers of 5-8 grade of an Elementary School, school-families approximations strategies. It was considered the schoolteachers and theirs students' families point of view about the educational demands of the students and the importance of the school knowledge. It was possible to know some the school culture aspects and to promote and evaluate teacher professional development processes.
publishDate 2005
dc.date.none.fl_str_mv 2005-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6229
10.1590/S0103-863X2005000200011
url https://www.revistas.usp.br/paideia/article/view/6229
identifier_str_mv 10.1590/S0103-863X2005000200011
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6229/7760
dc.rights.driver.fl_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
dc.source.none.fl_str_mv Paidéia (Ribeirão Preto); v. 15 n. 31 (2005); 239-247
Paidéia (Ribeirão Preto); Vol. 15 No. 31 (2005); 239-247
Paidéia (Ribeirão Preto); Vol. 15 Núm. 31 (2005); 239-247
1982-4327
0103-863X
reponame:Paidéia (Ribeirão Preto. Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Paidéia (Ribeirão Preto. Online)
collection Paidéia (Ribeirão Preto. Online)
repository.name.fl_str_mv Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||paideia@usp.br
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