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Importância da relação entre a escola e a família no processo de ensino-aprendizagem das crianças: o papel do educador social na escola enquanto mediador dessa relação
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Abstract(s)
A presente dissertação aborda a questão da importância da relação entre a escola e a
família no processo de ensino-aprendizagem das crianças, procurando também perceber
o papel do Educador Social na escola enquanto mediador dessa relação. Este trabalho
corresponde a um estudo de caso realizado numa escola do ensino básico, no distrito de
Santarém.
Face ao objeto de estudo da dissertação, o tema foi devidamente contextualizado,
apresentando-se, assim, o conceito de família e a sua importância na educação. Do ponto
de vista teórico, foi também apresentado o papel do educador social como mediador no
contexto escolar.
Metodologicamente, procedeu-se a um estudo de natureza mista, à vez qualitativa ou
quantitativa, em função dos objetivos de estudo, tendo para isso sido realizada observação
direta e indireta, nomeadamente, inquérito por questionário e por entrevista.
Os principais resultados deste estudo foram que, nesta escola em específico, de uma
maneira geral, os pais procuram acompanhar o progresso dos seus filhos na escola. Todos
os envolvidos consideram que a relação entre a escola e a família é imprescindível,
existindo uma boa comunicação e atividades que a escola realiza em conjunto com a
família. Relativamente à educadora social, conclui-se que esta tem um papel ativo sendo
uma interlocutora privilegiada na ligação entre a escola e a família.
Concluímos que com a participação dos pais na escola, as crianças sentem-se mais
motivadas e por essa razão a relação entre a escola e a família torna-se relevante para o
processo de ensino-aprendizagem das crianças e que a educadora social tem um papel
ativo na escola.
This dissertation approachs the issue of the importance of the relationship between school and family in the teaching-learning process of children, also seeking to understand the role of the Social Educator in school as a mediator of this relationship. This work corresponds to a case study carried out in an elementary school, in the district of Santarém. In view of the object of study of the dissertation, the theme was properly contextualized, thus presenting the concept of family and its importance in education. From the theoretical point of view, the role of the social educator as a mediator in the school context was also duly presented. Methodologically, a mixed study was carried out, either qualitative or quantitative, depending on the study objectives, for which direct and indirect observation was carried out, namely, a questionnaire survey and interview. The main results of this study were that, in this particular school, in general, parents try to follow the progress of their children in school. All those involved consider that the relationship between the school and the family is essential, with good communication and activities that the school carries out together with the family. Regarding the social educator, it is concluded that she has an active role, being a privileged interlocutor in the connection between the school and the family. We conclude that whit the participation of parents at school, children feel more motivated and for that reason the relationship between school and family becomes relevant to the teaching-learning process of children and that the social educator has role active at school.
This dissertation approachs the issue of the importance of the relationship between school and family in the teaching-learning process of children, also seeking to understand the role of the Social Educator in school as a mediator of this relationship. This work corresponds to a case study carried out in an elementary school, in the district of Santarém. In view of the object of study of the dissertation, the theme was properly contextualized, thus presenting the concept of family and its importance in education. From the theoretical point of view, the role of the social educator as a mediator in the school context was also duly presented. Methodologically, a mixed study was carried out, either qualitative or quantitative, depending on the study objectives, for which direct and indirect observation was carried out, namely, a questionnaire survey and interview. The main results of this study were that, in this particular school, in general, parents try to follow the progress of their children in school. All those involved consider that the relationship between the school and the family is essential, with good communication and activities that the school carries out together with the family. Regarding the social educator, it is concluded that she has an active role, being a privileged interlocutor in the connection between the school and the family. We conclude that whit the participation of parents at school, children feel more motivated and for that reason the relationship between school and family becomes relevant to the teaching-learning process of children and that the social educator has role active at school.
Description
Keywords
relação entre escola-família papel do educador social na escola School-family relationship role of social educator in school