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Relação escola-família : o vivido e o idealizado
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Resumo(s)
A partir da década de 80, a reflexão sobre a relação escola-familia tem vindo a merecer
uma importância crescente no contexto da sociedade portuguesa. É no quadro desta relação que
a presente investigação se insere.
Esta pesquisa decorreu numa escola de 2º e 3º Ciclo do Ensino Básico de carácter
oficial, situada na periferia dc Lisboa, onde contou com a participação de quatro directores de
turma/professores, quarto encarregados de educação/pais e quatro estudantes/filhos. Pareceunos
interessante recorrer a um trabalho de campo, utilizando a triangulação das fontes de
informação por consideramos que uma perepectiva resultante de três ângulos de análise,
propiciava uma perspectiva globalizadora do que pretendíamos estudar.
A partir das entrevistas semi-estruturadas, referentes aos discursos dos diversos actores
educativos envolvidos, efectuou-se a análise de conteúdo, donde se retirou elementos que nos
permitiram chegar a ura maior conhecimento sobre: I) a relação escola-familia como é
percebida actualmente; II) a relação escola-familia como é percebida enquanto desejada ou
desejável; III) os obstáculos percebidos à relação desejada; IV) e as possibilidades percebidas
para a formação dos pais - como contrariar os obstáculos.
Nas conclusões são apresentadas os traços fundamentais da relação escola-familia, que
visam a compreensão da sua singularidade. As conclusões sugerem que nem sempre são
coincidentes as leituras realizadas pelos diferentes actores educativos envolvidos, o que nos
levou a tecer algumas considerações à luz do quadro teórico adoptado, que permitissem
explicar as razões que lhes poderão estar subjacentes.
Beginning in the 80's, the reflection on the school-family relationship, has deserved a growing importance in the context of the Portuguese society. It's in that picture of the school-family relationship that the present research is made. This research take place on a 2nd and 3rd Basic Cycles Teaching public school, placed on the outskirts of Lisbon, with the participation of four Class Directors/Teachers, four educators/fathers, and four students/sons. It looked interesting to us to resort to field work, using triangulation of the information sources, as we considered that a point of view resulting from a three-sided analysis, would propitiate a globalizing perspective of our intended area of study. From the semi-structured interviews, pertinent to the speech of the several involved educational actors, a content analyses was made, and from it elements were taken that allow us to reach a better knowledge of: I) the school-fiunily relationship how is perceived today; II) the school-family relationship as wished or wishable ; III) the perceivcd obstacles to the wished relationship; IV) and the perceived possibilities to the parents formation - how to win the obstacles. In the conclusions, the ftmdamental traits of the family-school relationship are presented, in view to the understanding of its singularity. The conclusions suggest that the readings made by the different educational actors involved are not always coincidental, thai making us draw some considerations, on the light of the theoretical picture adopted, that allow the explanation of the possible underlying reasons.
Beginning in the 80's, the reflection on the school-family relationship, has deserved a growing importance in the context of the Portuguese society. It's in that picture of the school-family relationship that the present research is made. This research take place on a 2nd and 3rd Basic Cycles Teaching public school, placed on the outskirts of Lisbon, with the participation of four Class Directors/Teachers, four educators/fathers, and four students/sons. It looked interesting to us to resort to field work, using triangulation of the information sources, as we considered that a point of view resulting from a three-sided analysis, would propitiate a globalizing perspective of our intended area of study. From the semi-structured interviews, pertinent to the speech of the several involved educational actors, a content analyses was made, and from it elements were taken that allow us to reach a better knowledge of: I) the school-fiunily relationship how is perceived today; II) the school-family relationship as wished or wishable ; III) the perceivcd obstacles to the wished relationship; IV) and the perceived possibilities to the parents formation - how to win the obstacles. In the conclusions, the ftmdamental traits of the family-school relationship are presented, in view to the understanding of its singularity. The conclusions suggest that the readings made by the different educational actors involved are not always coincidental, thai making us draw some considerations, on the light of the theoretical picture adopted, that allow the explanation of the possible underlying reasons.
Descrição
Tese de mestrado em Ciências da Educação (Teoria e Desenvolvimento Curricular), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2000
Palavras-chave
Administração educacional Directores de turma Associações de pais Família e escola Teses de mestrado - 2000