Contribuições da família no processo de escolarização na infância: limites e possibilidades
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Data
2016-01-29
Autores
Padovini, Bruna Di Richelle Souza [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo esteve atento às possíveis contribuições da família no processo de escolarização da criança. Neste sentido, o objetivo desta pesquisa foi investigar e pontuar as contribuições que a família exerce no processo de escolarização na infância, buscando considerar o histórico das relações entre escola e família e as especificidades da infância. Buscou ainda, investigar as percepções de professores que atuam em uma escola da rede municipal de uma cidade do interior de São Paulo, sobre as características da relação escola e família no processo de escolarização na infância, bem como suas possíveis contribuições e/ou limitações. Para isso, foi organizado um estudo de caso, em uma perspectiva qualitativa, que utilizou como técnica de construção dados empíricos e entrevistas semiestruturadas com professores que atuam na rede municipal de ensino. Os dados obtidos indicaram que o envolvimento da família pode contribuir favoravelmente no processo de escolarização da criança e que a escola frente a esta possibilidade, pode desenvolver uma importante parceira com a família, através de diferentes estratégias de atuação, bem como da construção de uma cultura de participação dos pais, por meio de grupos de formação e redes de apoio às famílias. Como produto deste estudo foi produzido um manual sobre a relação escola e família contendo orientações para professores e gestores que atuam na infância, com o intuito de colaborar com os profissionais da educação que desejam estabelecer uma parceria entre escola e família tendo em vista o favorecimento do aluno no processo escolar.
This study has been attentive to possible family contributions in the child's educational process. In this sense, the objective of this research was to investigate and score the contributions that family plays in childhood schooling, seeking to consider the history of relations between school and family and childhood specifics. He has also sought to investigate the perceptions of teachers who work in a school in the municipal town in the interior of São Paulo, on the family-school relationship characteristics in childhood schooling, as well as their contributions and / or limitations. For this, a case study was organized in a qualitative perspective, which used as empirical construction of technical data and semi-structured interviews with teachers who work in the municipal school system. The data indicated that the involvement of the family can contribute positively in the child's educational process and the front school this possibility, can develop an important partner with the family, through various operational strategies as well as building a culture of parental involvement through training groups and support networks for families. As a product of this study was produced a manual on school relationship and family with guidelines for teachers and administrators who work in childhood, in order to collaborate with the education professionals who want to establish a partnership between school and family in order to favor the student in the school process.
This study has been attentive to possible family contributions in the child's educational process. In this sense, the objective of this research was to investigate and score the contributions that family plays in childhood schooling, seeking to consider the history of relations between school and family and childhood specifics. He has also sought to investigate the perceptions of teachers who work in a school in the municipal town in the interior of São Paulo, on the family-school relationship characteristics in childhood schooling, as well as their contributions and / or limitations. For this, a case study was organized in a qualitative perspective, which used as empirical construction of technical data and semi-structured interviews with teachers who work in the municipal school system. The data indicated that the involvement of the family can contribute positively in the child's educational process and the front school this possibility, can develop an important partner with the family, through various operational strategies as well as building a culture of parental involvement through training groups and support networks for families. As a product of this study was produced a manual on school relationship and family with guidelines for teachers and administrators who work in childhood, in order to collaborate with the education professionals who want to establish a partnership between school and family in order to favor the student in the school process.
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Palavras-chave
Infância, Família, Relação escola e família, Childhood, Family, Childhood education, Relationship school and family, Educação infantil