Família e escola : sentidos e significados atribuídos à educação escolar

Abstract

Resumo: A relação entre a escola e a família tem despertado um crescente interesse entre os pesquisadores e profissionais da área da educação, devido à sua importância para a educação e o desenvolvimento humano. Este trabalho tem como objetivo compreender os sentidos e significados atribuídos pelos pais e professores à educação escolar, bem como aos papéis que desempenham no desenvolvimento da criança. A pesquisa foi realizada em uma escola da rede pública municipal da Região Metropolitana do Vale do Paraíba Paulista, com pais e professores de alunos do Ensino Fundamental I, a partir de uma abordagem qualitativa - foram utilizadas duas técnicas de coleta de dados: questionário e entrevista. A análise fundamenta-se no Materialismo Dialético de Vygotsky, e os dados coletados foram catalogados e tratados pela análise de conteúdo de Bardin. Os resultados apontaram a necessidade de promover mudanças na relação família-escola, a fim de estabelecer um processo dialógico: reformular as expectativas da escola quanto à participação dos pais, de acordo com a realidade da comunidade na qual a escola está inserida, e reestruturar os momentos de troca, a fim de orientar os pais sobre o papel estabelecido para eles no ambiente escolar, levando em conta como objetivo principal o avanço na aprendizagem das crianças.

Abstract: The relationship between school and the family has attracted increasing interest given its importance for education and human development. This work aims to understand the meanings and meanings, attributed by parents and teachers, of the roles played in child development. The present research was carried out in a school of the municipal public network of a municipality of the Metropolitan Region of Vale do Paraíba Paulista with parents and teachers of elementary students I and consists of a research of qualitative approach, in which two techniques of collection of data, questionnaire and interview. The analysis was carried out through Vygotsky's Dialectical Materialism and the collected data were cataloged and treated by the content analysis of Bardin (2011). The results pointed out that it is necessary to promote changes in the family school relationship, establishing a dialogical process, reformulating the expectations of the school regarding the participation of parents aligned to the reality of the community in which the school is inserted and restructuring the moments of exchange, thus guiding parents about the their role in this environment, considering the main objective of advancing children's learning. The relationship between school and the family has attracted increasing interest given its importance for education and human development. This work aims to understand the meanings and meanings, attributed by parents and teachers, of the roles played in child development. The present research was carried out in a school of the municipal public network of a municipality of the Metropolitan Region of Vale do Paraíba Paulista with parents and teachers of elementary students I and consists of a research of qualitative approach, in which two techniques of collection of data, questionnaire and interview. The analysis was carried out through Vygotsky's Dialectical Materialism and the collected data were cataloged and treated by the content analysis of Bardin (2011). The results pointed out that it is necessary to promote changes in the family school relationship, establishing a dialogical process, reformulating the expectations of the school regarding the participation of parents aligned to the reality of the community in which the school is inserted and restructuring the moments of exchange, thus guiding parents about the their role in this environment, considering the main objective of advancing children's learning.