A relação escola-família: um estudo sobre as representações sociais de pais e encarregados de educação sobre a escola do ensino primário do Chiwéca em Cabinda/ Angola

• Ano de defesa: 2014
• Autor(a) principal: Casimiro Kâmbua Angelina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação em Cabinda/Angola; Relação escola-família; Educação rural; Representações sociais; Educação Angola; Comunidade e escola; Pais e professores; Lar e escola; Escolas rurais
• Link de acesso: http://hdl.handle.net/1843/BUBD-ACEEE8

This text chronicles the investigative work in psychology Line, Psychoanalysis and Education, the Graduate Program in Education, Knowledge and Social Inclusion under the guidance of Professor Maria-Isabel Antunes Rocha, in the period 2012-2014. The research question emerges from the questioning about the family-school relationship in Angola. In recent decades there has been a tendency in this country, supported by public policies to promote / expand family involvement in school. Advocated a closer interaction in the co-management format, leaving parents to become involved in educational and administrative matters of the school. It happens that these two cells of extreme importance for the formation of citizens of the future, has throughout its history, especially in Angola, mediated by distinct functions compared. Parents have become used to deliver the children to school and the school in turn assumes the role of the family should be as supportive of their actions. This support is seated in large part to the effect that parents have to be present at parties, meetings, contribute donations, help with homework. Even the family setting because that country has specific, since in most cases the children and youth are in the custody of the commissioners, who despite being the custodians are not necessarily accustomed to also take care of school life. Order to understand how this process is being experienced in the daily school conducted a study in a school located in rural areas focusing on caretakers / parents who are directly involved in this challenge, ie, those that participate in the Parents Committee. Among the numerous possibilities of approaching this subject of study chose understand how these parents / guardians are developing their thinking / feeling and acting in relation to school. For use as both support the theory of social representations elaborated by Serge Moscovici. We discuss the issue from the discussion that a closer relationship between parents / guardians of the school is also linked to a change in the way these relate subjectively with the institution. To accomplish this work selected as empirical field a rural school in the province of Cabinda. As a production data conducted interviews, reading documents and viewing of committee meetings. The results indicate that parents / guardians are experiencing this situation in at least three different situations. The first is maintaining a representation of the school as a distant and separate family room. In the second we find parents / guardians questioning this form of relationship, but still without the conceptual and attitudinal elements that enable them to develop another possibility of understanding. In the third, albeit in smaller numbers, we find that parents are developing an understanding of the school as a space close to the family, responsible not only for formal education, but also for the formation of values, attitudes and habits related to social interaction. As a continuation of this study indicate the possibility of conducting a similar study with teachers and educational managers in a research mode that would allow to understand how the school is experiencing the challenge of bringing parents to their daily lives.