Narrativas sobre a escolarização de futuros professores: investimentos da família
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Data
2017-12-18
Autores
Tulio, Isabela Vicenzo Sgobbi [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo da presente pesquisa é apreender como e quando a família de futuros professores — alunos do Curso de Pedagogia da Faculdade de Ciências e Letras/Campus de Araraquara/Universidade Estadual Paulista ―Júlio de Mesquita Filho‖ — participou da trajetória escolar de seus filhos, com vistas a mostrar a contribuição, ou não, da família na formação básica de estudantes que chegam à Universidade Pública para cursar Pedagogia. A abordagem desta pesquisa é analítico-descritiva e os procedimentos de análise dos dados vêm da técnica Análise de Conteúdo. Nossas fontes são 272 Histórias de Escolarização produzidas, no âmbito da disciplina Didática II, que faz parte do currículo do referido Curso, nos anos 2005, 2009, 2013 e 2017 por alunos dos períodos diurno (133 alunos) e noturno (139 alunos). Primeiramente, realizamos um levantamento bibliográfico buscando pesquisas que tinham como sujeitos alunos de Licenciaturas com dados a respeito de sua trajetória escolar e foram encontradas 24 pesquisas, sendo dezenove mestrados e cinco doutorados. Em um segundo momento, trabalhamos com o conceito de memória e explicitamos possibilidades de seu uso em pesquisas na formação e atuação docente, apresentando também o processo de produção de nossas fontes e suas características principais. Passamos então à apresentação quantitativa/qualitativa de nossos dados, organizados em quatro categorias: Ações da Família, Discursos e Posturas da Família, Relação Família-Escola, Problemas familiares e pessoais que interferiram na escolarização. Apenas 41 sujeitos, em um total de 272, não fizeram referência à participação da família em momento algum de sua história de escolarização. Com relação à trajetória escolar, há o predomínio das instituições públicas em todos os níveis de ensino, pelos quais os sujeitos de ambos os períodos passaram antes do ingresso na Graduação em Pedagogia. Os resultados apontaram que a participação da família de ambos os períodos ocorre, sobretudo, por meio de ações no período do Ensino Fundamental I (da 1ª à 4ª série). Na sequência, temos a participação da família por meio de discursos e posturas principalmente na época do vestibular, como incentivo para cursar o Ensino Superior. A forma de participação da família por meio da relação família-escola aparece em terceiro lugar, com maior incidência no Ensino Fundamental I. Por fim, os problemas pessoais e familiares que interferiram na escolarização apareceram em quarto lugar, sendo mais incidentes no Ensino Médio. De maneira geral, nos dois grupos de sujeitos (diurno e noturno), são as mães a figura familiar mais presente nas quatro categorias, sendo as principais responsáveis pelo acompanhamento da trajetória escolar dos filhos. Destacamos ainda que observamos entre os nossos sujeitos, alunos de Pedagogia, que se mantém a tendência histórica da feminização da docência.
The purpose of this research is to understand how and when the family of future teachers - students of the Pedagogy Course at ―Faculdade de Ciências e Letras / Campus of Araraquara / Universidade Estadual Paulista ―Júlio de Mesquita Filho‖ - participated in their children‘s school trajectory in order to present the contribution, or not, of the family in the basic formation of students who enters in the Public University to study Pedagogy. The approach of this research is analytical-descriptive and the procedures of data analysis are based on Content Analysis‘ technique. The research sources are 272 stories of schooling produced in discipline of Didactics II that is part of the curriculum of the overmentioned Course in 2005, 2009, 2013 and 2017 by students of diurnal (133 students) and nocturne (139 students) periods. Firstly, a bibliographical survey was made to find researches that had teacher courses‘ students with data about their academic trajectory and which were found nineteen Master‘s researches and five Doctoral studies, totalling 24 researches. In a second moment it was worked with the conception of memory and we explained possibilities of its use in researches about teacher‘s formation and teaching performance, also presenting the process of production of our sources and its main characteristics. We then proceeded to the quantitative and qualitative presentation of our data, organized into four categories: Family‘s Action, Family‘s Speech and Posture, Family-School Relationship, Familiar and Personal Problems that interfered in schooling. Only 41 subjects, out of a total of 272, did not mention the family‘s participation at any time in their schooling history. In relation to the subjects‘ school trajectory before graduation, there is a predominance of public institutions at all levels of schooling which the subjects from both periods studied. The results showed that the family participation in both periods occurs mainly through actions in the period of Elementary School (1st to 4th grade). Later the family‘s participation is presented through speeches and postures, mainly at the university entrance exams‘ period, as an incentive to entry into Higher Education. The form of family-school relationship appears in third place, with higher incidence in Elementary School. Finally, the personal and familiar problems that interfered in schooling appear in fourth place, being more incidents in High School. In general, in both subject groups (diurnal and nocturnal), mothers are the most present family figure in all categories, being the main ones responsible for the follow-up of the children‘s school trajectory. It is also noted that it was observed among the subjects – Pedagogy students – that continues the historical trend of the feminization of teaching.
The purpose of this research is to understand how and when the family of future teachers - students of the Pedagogy Course at ―Faculdade de Ciências e Letras / Campus of Araraquara / Universidade Estadual Paulista ―Júlio de Mesquita Filho‖ - participated in their children‘s school trajectory in order to present the contribution, or not, of the family in the basic formation of students who enters in the Public University to study Pedagogy. The approach of this research is analytical-descriptive and the procedures of data analysis are based on Content Analysis‘ technique. The research sources are 272 stories of schooling produced in discipline of Didactics II that is part of the curriculum of the overmentioned Course in 2005, 2009, 2013 and 2017 by students of diurnal (133 students) and nocturne (139 students) periods. Firstly, a bibliographical survey was made to find researches that had teacher courses‘ students with data about their academic trajectory and which were found nineteen Master‘s researches and five Doctoral studies, totalling 24 researches. In a second moment it was worked with the conception of memory and we explained possibilities of its use in researches about teacher‘s formation and teaching performance, also presenting the process of production of our sources and its main characteristics. We then proceeded to the quantitative and qualitative presentation of our data, organized into four categories: Family‘s Action, Family‘s Speech and Posture, Family-School Relationship, Familiar and Personal Problems that interfered in schooling. Only 41 subjects, out of a total of 272, did not mention the family‘s participation at any time in their schooling history. In relation to the subjects‘ school trajectory before graduation, there is a predominance of public institutions at all levels of schooling which the subjects from both periods studied. The results showed that the family participation in both periods occurs mainly through actions in the period of Elementary School (1st to 4th grade). Later the family‘s participation is presented through speeches and postures, mainly at the university entrance exams‘ period, as an incentive to entry into Higher Education. The form of family-school relationship appears in third place, with higher incidence in Elementary School. Finally, the personal and familiar problems that interfered in schooling appear in fourth place, being more incidents in High School. In general, in both subject groups (diurnal and nocturnal), mothers are the most present family figure in all categories, being the main ones responsible for the follow-up of the children‘s school trajectory. It is also noted that it was observed among the subjects – Pedagogy students – that continues the historical trend of the feminization of teaching.
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Palavras-chave
Trajetórias escolares, Estudantes de Pedagogia, Participação da família, Formação de professores, School trajectories, Students of Pedagogy, Family‘s participation, Teacher training