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Publication
A relação família-escola
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Advisor(s)
Abstract(s)
O presente estudo, baseado na relação família-escola, teve como objetivos
compreender a participação da família na vida escolar dos filhos, assim como entender as
implicações desta participação nos próprios educandos e na escola.
Tendo em conta que tanto a família como a escola têm como objetivo comum a
educação e a formação das crianças e dos jovens, pretendeu-se analisar esta relação de
forma mais próxima, de modo a entender como é que esta surge, a legislação que a suporta
e o seu desenvolvimento ao longo dos tempos. Isto porque as alterações diárias neste
mundo globalizado fazem surgir todos os dias novos desafios que precisam ser
colmatados.
Para este efeito, além da fundamentação teórica, recorreu-se a uma investigação
de caráter qualitativo, na qual o estudo de caso foi a metodologia escolhida, com o intuito
de atingir uma maior profundidade na análise dos dados e os instrumentos escolhidos para
a recolha dos mesmos foram o inquérito por questionário e a entrevista.
Nesta relação, nenhuma das partes envolvidas parece estar satisfeita com a forma
como esta relação se dá, isto é, os pais e EE responsabilizam os professores pelas
dificuldades dos seus filhos e os docentes acham que pais poderiam fazer muito mais pelo
sucesso dos alunos. Assim sendo, é mais comum do que se desejaria, que o diálogo se
converta em disputas, rivalidades e mesmo em dificuldades em cooperar, prejudicando
os alunos. O entendimento é a chave para promover o sucesso escolar.
É necessário potenciar uma forte parceria entre pais e professores, de modo que
trabalhem em conjunto e de forma eficaz, aproximando os intervenientes desta relação,
de maneira a obter o máximo de resultados positivos possíveis na educação e formação
das crianças e jovens, pois é através da educação que se conseguem mudanças. E os papéis
que antes eram atribuídos só para a família ou só para a escola, já estão ultrapassados.
Nos dias que correm, é essencial a existência de correlação entre estas instituições, e no
caso da escola em que decorreu este estudo, esta correlação é uma realidade, sendo que
tanto pais como professores são responsáveis pelo sucesso ou insucesso dos educandos.
The present study, based on the family-school relationship, aimed to understand the participation of the family in the children's school life, as well as to understand the implications of this participation in the students themselves and in the school. Bearing in mind that both the family and the school have as a common objective the education and training of children and young people, it was intended to analyze this relationship more closely, in order to understand how it arises, the legislation that supports and its development over time. This is because the daily changes in this globalized world bring new challenges that need to be addressed every day. For this purpose, in addition to the theoretical basis, a qualitative investigation was used, in which the case study was the chosen methodology, in order to achieve greater depth in the analysis of the data and the instruments chosen for the collection of the data. same were the questionnaire survey and the interview. In this relationship, none of the parties involved seems to be satisfied with the way this relationship takes place, that is, parents and EE hold teachers responsible for their children's difficulties and teachers think that parents could do much more for the students' success. Therefore, it is more common than would be desired for dialogue to become disputes, rivalries and even difficulties in cooperating, harming students. Understanding is the key to promoting school success. It is necessary to foster a strong partnership between parents and teachers, so that they work together and effectively, bringing together the players in this relationship, in order to obtain the maximum possible positive results in the education and training of children and young people, as it is through education changes are achieved. And the roles that were previously assigned only to the family or only to the school, are already outdated. Nowadays, the existence of a correlation between these institutions is essential, and in the case of the school in which this study took place, this correlation is a reality, as both parents and teachers are responsible for the success or failure of the students.
The present study, based on the family-school relationship, aimed to understand the participation of the family in the children's school life, as well as to understand the implications of this participation in the students themselves and in the school. Bearing in mind that both the family and the school have as a common objective the education and training of children and young people, it was intended to analyze this relationship more closely, in order to understand how it arises, the legislation that supports and its development over time. This is because the daily changes in this globalized world bring new challenges that need to be addressed every day. For this purpose, in addition to the theoretical basis, a qualitative investigation was used, in which the case study was the chosen methodology, in order to achieve greater depth in the analysis of the data and the instruments chosen for the collection of the data. same were the questionnaire survey and the interview. In this relationship, none of the parties involved seems to be satisfied with the way this relationship takes place, that is, parents and EE hold teachers responsible for their children's difficulties and teachers think that parents could do much more for the students' success. Therefore, it is more common than would be desired for dialogue to become disputes, rivalries and even difficulties in cooperating, harming students. Understanding is the key to promoting school success. It is necessary to foster a strong partnership between parents and teachers, so that they work together and effectively, bringing together the players in this relationship, in order to obtain the maximum possible positive results in the education and training of children and young people, as it is through education changes are achieved. And the roles that were previously assigned only to the family or only to the school, are already outdated. Nowadays, the existence of a correlation between these institutions is essential, and in the case of the school in which this study took place, this correlation is a reality, as both parents and teachers are responsible for the success or failure of the students.
Description
Keywords
Relação família-escola Educação Formação Colaboração Pesquisa qualitativa Family-school relationship Education Formation Collaboration Qualitative research Ciências da Educação - Administração Educacional . Faculdade de Ciências Sociais