Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Gomes, Fábio Alves |
| Orientador(a): |
Alfredo, Raquel Antonio |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23676
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Resumo: |
This doctoral research argues that the investigation of the family social function is essential to understand the phenomenon of the school-family relationship in social practice. The main objective of this study was to explain and analyze the subjective dimension of the school-family relationship. To achieve this, it was proposed to analyze the meanings constituted by the teachers about the social function of the family. The research subject was constituted as a group of seventeen teachers who, at the time of the study, worked in the initial years of elementary school in a public school, in the urban area of the city of Manaus, State of Amazonas (AM). Dialectical Historical Materialism and Socio-historical Psychology constitute a methodological theoretical framework that bases the production of information, as well as its analyses and interpretations. Thus, the Subjective Constitution Group is presented as a procedure for the production of information and the Meaning Nuclei as a procedure for analyzing and interpreting the information produced. The first chapter of the thesis constitutes a prolegomenon about the concrete family, in the relationship with the school. In this chapter, criticism is historicized for the analysis of the school-family relationship; in the second chapter, the theoretical and methodological foundations of research are presented; in the third, fourth and fifth chapter, the analyses and interpretations of the empirical material, named from the Meaning Nuclei produced, are presented. As a result of this research, it is possible to affirm that the teachers’ meanings about the social function of the family carry with them the historical determinations of the bourgeois family model; that, in the history of Brazil and, in particular, of Amazon, this model was imposed and naturalized as the only possible and morally accepted arrangement; that school education claims to be legitimate knowledge for the education of poor children and adolescents; that the family, outside the supposedly hegemonic pattern, was disqualified from its knowledge, signified as unstructured and abnormal (outside the norm); that, although socioeconomically determined, the individualisation of responsibility is affirmed, understood as parental omission; that the sexual division of labor is related to the possibilities of acting in the public sphere, reducing social contradictions to domestic problems, explaining gender inequality; that the social function of the family is defended as the care and moral formation of children and adolescents. Through this set of synthesis, deduced from the analyzed meanings, an interpretative movement is made about the particular circumstance, in order to expose the possible approximation of the subjective dimension of the school-family relationship. It is concluded that it is necessary to problematize the family theme, considering the subjectivity of the subjects involved in the educational process, also because the family has been constituted as a field of political-ideological dispute. It also highlights the possibilities offered by Socio-Historical Psychology as a theoretical-methodological support in the study of objectivity/subjectivity that constitutes the teachers, the students, and their families, through the educational processes in which they participate. Furthermore, the need to investigate how and, if the family has been included in the schedule of initial training courses and in the production of continuing teacher education |
