Criança, família, professor : a complexa trama que compõe a vida escolar
Furkejuvvon:
| Váldodahkki: | |
|---|---|
| Almmustuhttinbeaivi: | 2016 |
| Materiálatiipa: | Master thesis |
| Giella: | por |
| Gáldu: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2462 |
Čoahkkáigeassu: | In recent decades, vast literature produced about school inequalities, demonstrating correlations between the social background of students and their academic performance by the realization that in the popular media are concentrated high rates of failure, dropout and restricted learning. To understand this complex phenomenon is necessary, among other requirements, to recognize cultural practices and socializing logics that guide families from popular classes in their relations with school, learning the meaning they attach to the education of the children and the provisions mobilizing for help them meet the demands and school injunctions. The motivation for the subject of this thesis comes from the need to reflect more closely the conditions of school learning, especially in the context of a public elementary school in a small town located in the interior of Rio Grande do Sul State. The learning outcomes, in such a scenario, disquieted the school community and impose it challenges regarding practices developed and, consequently, the role to be played by there subjects involved: parents, students, teachers. Faced with this, the main question of the research is well substantiated: what strategies children attending the Educational Support Area Municipal Elementary School Cônego Stanislau Olejnik mobilized to account for the school demands on the socializing logic from the family and school ? The overall objective of the research is to understand the interfaces involved in the learning process and thus have more consistent elements to mediate qualified fashion school work, with a view to children to learn and develop. For the theoretical study design, was fought dialogue with several authors, among which stand out Patto (1973, 1990), Enguita (1989), Soares (1989), Forquin (1993), Petitat (1994), Carraher, Carraher and Schliemann (1995), Edwards (1997), Lahire (1997, 2004, 2006, 2012), Charlot (2000, 2005), Pozo (2002), Portes (2003), Viana (2003) Zago (2003), Thin (2006). The methodology, qualitative, ethnographic approach was guided by the structure and allowed the methodological procedures of production data based on the triangulation of three strategies: a) semi-structured interviews with a group of four mothers; b) educational intervention with children in the Educational Support Space in driving the researcher, recorded video; c) observation of lessons 1st year of elementary school and the school routine, with records in field diary. The results allow us to identify elements about socializing logic families from popular classes and history undocumented school. It appeared from the study that children mobilize behavioral strategies to meet the educational demands, being encouraged by family socialization logic that largely reproduces the speeches promoted within the school socialization logic. Faced with the reflections made during this investigative journey, it proposes to rethink the school format, your resume and methodologies and in particular resize the relationship the school has with families, the prospect of a greater commitment to learning shared |
| _version_ | 1871607650543730688 |
|---|---|
| author | Serafini, Silvonete Federle Comarella |
| author_browse | Serafini, Silvonete Federle Comarella |
| author_facet | Serafini, Silvonete Federle Comarella |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Serafini, Silvonete Federle Comarella |
| dc.contributor.none.fl_str_mv | Caimi, Flávia Eloisa http://lattes.cnpq.br/1558926679940968 |
| dc.date.none.fl_str_mv | 2016-04-05 2025-05-07T14:12:34Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | SERAFINI, Silvonete Federle Comarella. Child, family, teacher: the complex plot that makes up school life. 2016. 189 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2016. https://repositorio.upf.br/handle/123456789/2462 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Educação BR UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Escolas Família Socialização Aprendizagem. Schools Family Socialization Learning. CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Criança, família, professor : a complexa trama que compõe a vida escolar Child, family, teacher: the complex plot that makes up school life |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | In recent decades, vast literature produced about school inequalities, demonstrating correlations between the social background of students and their academic performance by the realization that in the popular media are concentrated high rates of failure, dropout and restricted learning. To understand this complex phenomenon is necessary, among other requirements, to recognize cultural practices and socializing logics that guide families from popular classes in their relations with school, learning the meaning they attach to the education of the children and the provisions mobilizing for help them meet the demands and school injunctions. The motivation for the subject of this thesis comes from the need to reflect more closely the conditions of school learning, especially in the context of a public elementary school in a small town located in the interior of Rio Grande do Sul State. The learning outcomes, in such a scenario, disquieted the school community and impose it challenges regarding practices developed and, consequently, the role to be played by there subjects involved: parents, students, teachers. Faced with this, the main question of the research is well substantiated: what strategies children attending the Educational Support Area Municipal Elementary School Cônego Stanislau Olejnik mobilized to account for the school demands on the socializing logic from the family and school ? The overall objective of the research is to understand the interfaces involved in the learning process and thus have more consistent elements to mediate qualified fashion school work, with a view to children to learn and develop. For the theoretical study design, was fought dialogue with several authors, among which stand out Patto (1973, 1990), Enguita (1989), Soares (1989), Forquin (1993), Petitat (1994), Carraher, Carraher and Schliemann (1995), Edwards (1997), Lahire (1997, 2004, 2006, 2012), Charlot (2000, 2005), Pozo (2002), Portes (2003), Viana (2003) Zago (2003), Thin (2006). The methodology, qualitative, ethnographic approach was guided by the structure and allowed the methodological procedures of production data based on the triangulation of three strategies: a) semi-structured interviews with a group of four mothers; b) educational intervention with children in the Educational Support Space in driving the researcher, recorded video; c) observation of lessons 1st year of elementary school and the school routine, with records in field diary. The results allow us to identify elements about socializing logic families from popular classes and history undocumented school. It appeared from the study that children mobilize behavioral strategies to meet the educational demands, being encouraged by family socialization logic that largely reproduces the speeches promoted within the school socialization logic. Faced with the reflections made during this investigative journey, it proposes to rethink the school format, your resume and methodologies and in particular resize the relationship the school has with families, the prospect of a greater commitment to learning shared |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_fe09ec4249eaaf8a5105dd3c4dfa324f |
| identifier_str_mv | SERAFINI, Silvonete Federle Comarella. Child, family, teacher: the complex plot that makes up school life. 2016. 189 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2016. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2462 |
| publishDate | 2016 |
| publishDateSort | 2016 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Educação BR UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Criança, família, professor : a complexa trama que compõe a vida escolarChild, family, teacher: the complex plot that makes up school lifeEscolasFamíliaSocializaçãoAprendizagem.SchoolsFamilySocializationLearning.CNPQ::CIENCIAS HUMANAS::EDUCACAOIn recent decades, vast literature produced about school inequalities, demonstrating correlations between the social background of students and their academic performance by the realization that in the popular media are concentrated high rates of failure, dropout and restricted learning. To understand this complex phenomenon is necessary, among other requirements, to recognize cultural practices and socializing logics that guide families from popular classes in their relations with school, learning the meaning they attach to the education of the children and the provisions mobilizing for help them meet the demands and school injunctions. The motivation for the subject of this thesis comes from the need to reflect more closely the conditions of school learning, especially in the context of a public elementary school in a small town located in the interior of Rio Grande do Sul State. The learning outcomes, in such a scenario, disquieted the school community and impose it challenges regarding practices developed and, consequently, the role to be played by there subjects involved: parents, students, teachers. Faced with this, the main question of the research is well substantiated: what strategies children attending the Educational Support Area Municipal Elementary School Cônego Stanislau Olejnik mobilized to account for the school demands on the socializing logic from the family and school ? The overall objective of the research is to understand the interfaces involved in the learning process and thus have more consistent elements to mediate qualified fashion school work, with a view to children to learn and develop. For the theoretical study design, was fought dialogue with several authors, among which stand out Patto (1973, 1990), Enguita (1989), Soares (1989), Forquin (1993), Petitat (1994), Carraher, Carraher and Schliemann (1995), Edwards (1997), Lahire (1997, 2004, 2006, 2012), Charlot (2000, 2005), Pozo (2002), Portes (2003), Viana (2003) Zago (2003), Thin (2006). The methodology, qualitative, ethnographic approach was guided by the structure and allowed the methodological procedures of production data based on the triangulation of three strategies: a) semi-structured interviews with a group of four mothers; b) educational intervention with children in the Educational Support Space in driving the researcher, recorded video; c) observation of lessons 1st year of elementary school and the school routine, with records in field diary. The results allow us to identify elements about socializing logic families from popular classes and history undocumented school. It appeared from the study that children mobilize behavioral strategies to meet the educational demands, being encouraged by family socialization logic that largely reproduces the speeches promoted within the school socialization logic. Faced with the reflections made during this investigative journey, it proposes to rethink the school format, your resume and methodologies and in particular resize the relationship the school has with families, the prospect of a greater commitment to learning sharedNas últimas décadas, produziu-se vasta literatura acerca das desigualdades escolares, demonstrando correlações entre a origem social dos alunos e o seu desempenho escolar, mediante a constatação de que nos meios populares se concentram elevados índices de reprovação, de evasão e de aprendizagens restritas. Para compreender esse complexo fenômeno é necessário, dentre outros requisitos, reconhecer as práticas culturais e as lógicas socializadoras que orientam as famílias de camadas populares nas suas relações com a escola, apreendendo o sentido que elas atribuem à escolaridade dos filhos e as disposições que mobilizam para ajudá-los a responder às exigências e injunções escolares. A motivação pelo tema desta dissertação se origina da necessidade de refletir mais detidamente sobre as condições da aprendizagem escolar, especialmente no contexto de uma escola pública de ensino fundamental, em um município de pequeno porte situado no interior do Estado do Rio Grande do Sul. Os resultados da aprendizagem, em tal cenário, inquietam a comunidade escolar e impõem-lhe desafios em relação às práticas desenvolvidas e, consequentemente, ao papel a ser desempenhado pelos sujeitos ali implicados: pais, alunos, professores. Frente a isso, a questão norteadora da pesquisa está assim consubstanciada: que estratégias as crianças que frequentam o Espaço de Apoio Pedagógico da Escola Municipal de Ensino Fundamental Cônego Stanislau Olejnik mobilizam para dar conta das demandas escolares diante das lógicas socializadoras provenientes da família e da escola? O objetivo geral da investigação consiste em compreender as interfaces envolvidas nos processos de aprendizagem e, assim, dispor de elementos mais consistentes para mediar de forma qualificada o trabalho da escola, com vistas a que as crianças aprendam e se desenvolvam. Para o delineamento teórico da pesquisa, travou-se diálogo com diversos autores, dentre os quais destacam-se Patto (1973, 1990), Enguita (1989), Soares (1989), Forquin (1993), Petitat (1994), Carraher, Carraher e Schliemann (1995), Edwards (1997), Lahire (1997, 2004, 2006, 2012), Charlot (2000, 2005), Pozo (2002), Portes (2003), Viana (2003), Zago (2003), Thin (2006). A metodologia, de natureza qualitativa, foi orientada pelo enfoque etnográfico e permitiu estruturar os procedimentos metodológicos de produção dos dados com base na triangulação de três estratégias: a) entrevistas semiestruturadas com um grupo de quatro mães; b) intervenção pedagógica junto às crianças no Espaço de Apoio Pedagógico sob condução da pesquisadora, registradas em vídeo; c) observação das aulas do 1º ano do ensino fundamental e do cotidiano escolar, com registros em Diário de Campo. Os resultados permitem identificar elementos acerca da lógica socializadora das famílias de camadas populares e da história não documentada da escola. Depreende-se do estudo realizado que as crianças mobilizam estratégias comportamentais para responder às demandas escolares, sendo incentivadas através da lógica de socialização familiar que, em larga medida, reproduz os discursos promovidos no âmbito da lógica de socialização escolar. Diante das reflexões realizadas no decorrer desse percurso investigativo, propõe-se repensar o formato da escola, seu currículo e metodologias e, em especial, redimensionar a relação que a escola estabelece com as famílias, na perspectiva de um maior comprometimento com o aprender compartilhado.Universidade de Passo FundoEducaçãoBRUPFPrograma de Pós-Graduação em EducaçãoCaimi, Flávia Eloisahttp://lattes.cnpq.br/1558926679940968Serafini, Silvonete Federle Comarella2025-05-07T14:12:34Z2016-04-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfSERAFINI, Silvonete Federle Comarella. Child, family, teacher: the complex plot that makes up school life. 2016. 189 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2016.https://repositorio.upf.br/handle/123456789/2462porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:22:31Zoai:repositorio.upf.br:123456789/2462Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:22:31Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Criança, família, professor : a complexa trama que compõe a vida escolar Serafini, Silvonete Federle Comarella Escolas Família Socialização Aprendizagem. Schools Family Socialization Learning. CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Criança, família, professor : a complexa trama que compõe a vida escolar |
| title_full | Criança, família, professor : a complexa trama que compõe a vida escolar |
| title_fullStr | Criança, família, professor : a complexa trama que compõe a vida escolar |
| title_full_unstemmed | Criança, família, professor : a complexa trama que compõe a vida escolar |
| title_short | Criança, família, professor : a complexa trama que compõe a vida escolar |
| title_sort | Criança, família, professor : a complexa trama que compõe a vida escolar |
| topic | Escolas Família Socialização Aprendizagem. Schools Family Socialization Learning. CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2462 |