Relação família-escola: sentidos e significados atribuídos por famílias e professores de crianças de camadas populares à educação escolar

• Ano de defesa: 2019
• Autor(a) principal: Lemos, Priscila Tavares Coelho De [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Family-School Relationship; Popular Layers; Schooling; Historical-Cultural Theory; Sense And Meaning; Relação Família-Escola; Camadas Populares; Educação Escolar; Teoria Histórico-Cultural; Sentido E Significado
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8028637; https://repositorio.unifesp.br/handle/11600/60029

This research aimed to understand the senses and meanings attributed by families and teachers of children of popular classes to school education. To this end, a qualitative research approach was conducted, using semi-structured interviews with three elementary school teachers from a public school in the interior of São Paulo, five students supposedly with “good” and “bad” school performance, indicated by their respective teachers, in addition to the five families of each student and the observation of their residences. Analyzed according to the historical-cultural approach, based on historical-dialectical materialism, the data were grouped in order to identify how the expectations of families and teachers reflect their meanings about school education and to verify senses and meanings of schooling, from the understanding of the educational practices of families and teachers. The analysis pointed out that both families and teachers understand the schooling process as a means for their children to reach a profession and rise socially. In addition, it was found that a range of strategies of different orders were performed by both families and teachers, so that they could contribute to the development and learning of children. It was also observed that families and schools developed educational practices that met the meaning of schooling. The senses, although implicit in the analysis process, were in common agreement with the meanings, since all the practices identified competed for the student's learning and development, with the intention that through them he could obtain a profession and rise socially. The results point to a school-family movement and to the need for research aimed at students, so that through them schools can learn even more about the realities experienced by their students, as well as their families and, thus, have the possibility of develop an increasingly propositional and assertive pedagogical work to the popular layers.