Pais professores e a escolarização dos filhos

• Ano de defesa: 2011
• Autor(a) principal: Marlice de Oliveira e Nogueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Relação família-escola; Práticas educativas; Pai professor; Educação; Educação de crianças; Ensino basico domiciliar
• Link de acesso: http://hdl.handle.net/1843/BUOS-8R2JNJ

The aim of the current study is to understand the impact of the exercise of the teaching profession by the parents on the school life of their children, by analyzing the educational practices of families in which at least one of the parents is a teacher. A survey was submitted to the 114 teachers of the final grades of Middle School from public and private schools of the city of Itaúna, with children between seven and fourteen years old. A subsample of 40 families was selected for semi directed interviews, summing up 80 interviewed subjects (40 parents and 40 children). Classic studies that analyze the family-school relationship and recent research that investigate the family educational strategies served as theoretical references for this study. The results obtained in this research show that, in a general manner, the parents who are teachers are more intensely mobilized to support their childrens education, but that such mobilization does not happen homogeneously among the different families. The social origins, the objective living standards, the networks of professional activity, the teaching experiences and the different configurations of family dynamics affect the educational practices of such parents and impact the relationships they establish with their childrens school life. The detailed analysis of the data revealed the configuration of three types of families: school success oriented families, personal fulfillment oriented families, and families whose school success depends more heavily on advantages of the profession . The analysis of the education practices of these families led to the perception that they contribute to produce in their children dispositions for school success and to construct positive school experiences. Besides that, this educational activity is the fruit of the possession of certain bonuses obtained from the teaching experience and, precisely, the hybrid condition of parent and teacher