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Diversidade de relações escola-família e mecanismos de envolvimento nas dinâmicas escolares
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| 2.12 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O Relatório Final Diversidade de Relações Escola-Família e Mecanismos
de Envolvimento nas Dinâmicas Escolares tem como finalidade abordar a Relação Escola-
Família numa vertente sociológica, onde as variáveis sociais que influenciam esta relação e
parceria – Género, Estrutura familiar, Profissão dos pais, Nível socioeconómico, Classe social e
Cultura e Etnicidade - são o enfoque primordial. Concludentemente, procura-se justificar e dar
a conhecer os benefícios que as relações positivas e colaborantes que se estabelecem entre
famílias e instituições escolares, considerando igualmente os seus profissionais, poderão ter no
desenvolvimento de cada criança, tendo em conta as suas especificidades familiares, sociais,
escolares, emocionais e cognitivas.
Ao longo deste relatório, que surgiu em torno da questão-problema - Como é que a
escola/professor lida com a diversidade de Relações Escola-Família e quais os mecanismos
que mobiliza e tem ao dispor para que os pais se envolvam nas dinâmicas escolares? -
apresento uma breve contextualização e caracterização dos níveis de ensino em que estagiei –
Creche, Pré-Escolar e 1º Ciclo do E.B - e a partir dos quais iniciei a minha investigação. Ainda
a par disto, este relatório é complementado com um quadro teórico de referência, a partir do
qual estão fundamentadas as vivências, intenções, objetivos e dúvidas despoletadas em cada
contexto que integrei, aludindo ainda à importância da Relação Escola-Família, às modalidades
de participação, à legislação e programas que prevêem este tipo de relação em cada nível de
ensino, tal como às variáveis sociais determinantes ao estabelecimento ou não desta relação
de colaboração entre a escola e as famílias. Para finalizar, o relatório abaixo apresentado está
assente num trabalho de investigação que procura dar a conhecer melhor a realidade vivida em
três contextos educativos distintos mas complementares onde a Relação Escola-Família é
ainda um “mundo” por explorar.
The Final Report Diversity School-Family Relations and Dynamic Mechanisms of Involvement in School aims to address the school-family relationship in a sociological perspective, where social variables that influence this relationship and partnership - Gender, family structure, occupation of parents , socio-economic level, social class and Culture and Ethnicity - are the primary focus. Conclusively, seek to justify and publicize the benefits that positive and cooperating relationships established between families and school institutions, considering also their professional may have on the development of each child, taking into account their specific family, social , educational, emotional and cognitive. Throughout this report, which arose from the problem-question - How does the school / teacher deals with the diversity of School-Family Relations and the mechanisms that mobilizes and provides you so that parents are involved in school dynamics? - Present a brief background and characterization of levels of education where I interned – Day care, Preschool and 1st cycle of basic education - and from which I started my research. Yet aware of this, this report is supplemented with a theoretical framework, from which the experiences, intentions, objectives and questions triggered are grounded in each context that I joined, even alluding to the importance of schoolfamily relationship, the methods of participation, legislation and programs that provide this type of relationship at each level of education as determinants establishing social variables, or not, this collaborative relationship between the school and families. Finally, the report presented is based on a research project that seeks to better understand the reality lived in three distinct but complementary educational contexts where the school-family relationship is still a "world" to explore.
The Final Report Diversity School-Family Relations and Dynamic Mechanisms of Involvement in School aims to address the school-family relationship in a sociological perspective, where social variables that influence this relationship and partnership - Gender, family structure, occupation of parents , socio-economic level, social class and Culture and Ethnicity - are the primary focus. Conclusively, seek to justify and publicize the benefits that positive and cooperating relationships established between families and school institutions, considering also their professional may have on the development of each child, taking into account their specific family, social , educational, emotional and cognitive. Throughout this report, which arose from the problem-question - How does the school / teacher deals with the diversity of School-Family Relations and the mechanisms that mobilizes and provides you so that parents are involved in school dynamics? - Present a brief background and characterization of levels of education where I interned – Day care, Preschool and 1st cycle of basic education - and from which I started my research. Yet aware of this, this report is supplemented with a theoretical framework, from which the experiences, intentions, objectives and questions triggered are grounded in each context that I joined, even alluding to the importance of schoolfamily relationship, the methods of participation, legislation and programs that provide this type of relationship at each level of education as determinants establishing social variables, or not, this collaborative relationship between the school and families. Finally, the report presented is based on a research project that seeks to better understand the reality lived in three distinct but complementary educational contexts where the school-family relationship is still a "world" to explore.
Description
Relatório de estágio apresentado para a obtenção do Grau de Mestre na especialidade Profissional de Educaçãp Pré-Escolar e Ensino do 1º ciclo do Ensino Básico
Keywords
crianças famílias relação escola-família creche 1º Ciclo educação pré-escolar estratégias e modalidades de participação factores de participação ou não-participação variáveis sociais Planificação children school-family relationship families day care strategies and forms of participation factors of participation or nonparticipation social variables planning