Uma compreensão da representatividade de famílias no contexto escolar: um estudo fenomenológico

• Ano de defesa: 2015
• Autor(a) principal: Souza, Debora Elianne Rodrigues de
• Orientador(a): Aguiar, Wanda Maria Junqueira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Formação de representantes de família; Representatividade; Fenomenologia
• Palavras-chave em Inglês: Family representative formation; Representativiness; Phenomenology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16203

This research aimed to investigate how parents of scholars in a public school comprehend the representativeness phenomenon of families in the school context. Therefore, we tried to follow the process of family representantive group formation and accomplished to make a systematic description of the process. The representativiness it is a specific form of participation, which the main challenges are being discussed in the context of educational publics polices at a national dimension. This study is anchored in a phenomenological thought and Paulo Freire´s. The participants in this research were the scholars family and the residents of the local community. The procedure used was the Reflective Interview. The data analysis consisted by constructing constellations that revealed the comprehension of participant families. The results indicated that the representation was understood as an action that can only happen if there's a group commitment. Such action is only possible when followed by an interested school team, which is open and available to dialogue with the families. An action established with focus on the collective interest and it is characterized by allowing the approximation of the families to the school context, the realization of practical actions, teaching and learning moments, sharing experiences and the reception of participants in their personal issues. It also appears as an opportunity to turn into reality the wishes of many voices by transforming them in a single voice. Thus, representing a family in the school context was understood as something that is whole, which includes all possibilities and challenges. In addition, the process of mobilization, construction and formation of representativeness spaces required the school team involvement and a dialogical attitude. This attitude revealed a possible way to overcome the authoritarian posture that does not allow the family representativiness in school. This study has given elements to conceive the formation of representative in the school and it has revealed that the partnership with the University as an interesting possibility of a shared process of formation and to accompany the family representatives