Os significados construídos na e pela relação família-escola: um estudo com pais e educadores

• Ano de defesa: 2010
• Autor(a) principal: Souza, Josiane da Costa Mafra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Psicologia; Ciências Humanas; UFU
• Palavras-chave em Português: Pais e professores; Psicologia aplicada; Pais-educadores; Educação; Família-escola; Parents-educators; Education; Family-school; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/17100

The present work aims to understand the construction of meanings and in the constitution of the parents-educators. We take the historical-cultural perspective as a basis for understanding the relationship parent-educators as an interaction in the educational context, which enables to transform the relationships experienced in the most significant experiences and that will contribute to the formation of children, educators and parents, as a whole. Therefore, this qualitative research was a staff director, two teachers, a mother and a father of elementary school students of a local public school on the outskirts of Uberlândia-MG. For this, we conducted semi-structured, applied individually, with an average of one hour and thirty minutes. After transcribing the same identified five thematic areas: (1) Importance of familyschool relationship, (2) Conceptions of school and family, (3) strategies used to establish this relationship, (4) How to improve this relationship; (5) Place of parents and the school in this relationship. The teachers revealed that the relationship happens when parents and school help each other, and believe that through mutual friends that we arrive at a common good for the development of the child. In this context, parents and educators need to dialogue and not to transfer responsibilities. They argued further that the dialogue should be constant, where the exchange of experience can occur spontaneously. Knowledge of pedagogical method and process of school for both parties was appointed as facilitator to speak the same language, and to assist and monitor the child's development. Finally, respondents assured that the relationship should happen through scheduled meetings, at the entry and exit of students through contact by telephone. Thus this research raises the possibility of broadening the discussions to devise the relationship between educators and parents as an embrication important in setting up the training of children, being an educator and being a father.