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Abstract(s)
A presente dissertação pretende investigar a forma como o envolvimento parental está relacionado com o sucesso escolar das crianças do primeiro ciclo em contextos desfavorecidos e o modo como os professores encaram, nestes contextos, a relação escola-família. Com base numa metodologia de estudo de caso, pretendeu-se, concretamente, perceber a relação entre o envolvimento parental e o sucesso escolar da criança do primeiro ciclo em contextos de pobreza, bem como perceber o processo através do qual os professores potenciam o envolvimento parental e o feedback das famílias, de modo a ser possível propor sugestões e medidas com vista ao progresso da cooperação.
Esta investigação contou com a participação de 60 encarregados de educação, que preencheram um questionário sociodemográfico e o Questionário de Envolvimento Parental, versão para pais (Pereira et al. 2003). Participaram ainda seis professores do 1.º Ciclo do Ensino Básico e a responsável técnica pela equipa da Associação de Solidariedade Social do Alto da Cova da Moura que responderam a uma entrevista semidiretiva, a qual foi sujeita a uma análise de conteúdo. Os resultados da investigação revelaram que 62,2% do sucesso escolar é predito apenas pelo envolvimento parental nas atividades de aprendizagem em casa, não contribuindo para o mesmo outras formas de envolvimento parental descritas na literatura como relevantes. Podemos ainda constatar que todos os entrevistados foram consensuais quanto ao papel fulcral que a família desempenha no sucesso escolar da criança, no entanto os professores assumiram que pouco fazem para potenciar o envolvimento parental. Em relação ao apoio escolar da Associação, todos os professores da escola básica fazem referência ao facto de os pais não verificarem os trabalhos de casa dos seus educandos mas que percebem tal facto uma vez que as crianças frequentam esta atividade.
Finalmente, as professoras sugerem uma relação menos formal, a comemoração de dias festivos em horário pós laboral, convidar os pais a darem uma aula, a ler uma história (cf. Epstein, 1987) como sendo estratégias possíveis de realizar para criar pontes de ligação escola-família.
This thesis aims to investigate how parental involvement is related to the academic success of children in primary school in underprivileged environments and how teachers face, in these environments, the school-family relationship. Based on a case study, it was intended, namely, to understand the relationship between parental involvement and academic success of the child in primary school in poverty, as well as to understand the process through which teachers push for parental involvement and feedback from families in order to propose possible suggestions and measures for the progress of cooperation. This research involved the participation of 60 caregivers who completed a demographic questionnaire and the Parental Involvement Questionnaire, version for parents (Pereira et al. 2003). Six more primary school teachers participated and the technical director for the Social Solidarity Association of Alto da Cova da Moura, who responded to a semi-directive interview, which was then subjected to a content analysis. The research results revealed that 62.2% of success in school is predicted only by the parental involvement in learning activities at home; this does not contribute to other forms of parental involvement described in this literature as relevant. We can also see that everyone interviewed agreed as to the central role that the family plays in the academic success of the child, however the teachers admitted to doing little to boost parental involvement. Regarding the academic support of the Association, all elementary school teachers make reference to the fact that parents don’t check their children’s homework but realized that fact once children attend this activity. Finally, the teachers suggest a less formal relationship, celebrating holidays after working hours, inviting parents to give a lesson, reading a story (cf. Epstein, 1987) as possible strategies to build bridges connecting the school-family relationship.
This thesis aims to investigate how parental involvement is related to the academic success of children in primary school in underprivileged environments and how teachers face, in these environments, the school-family relationship. Based on a case study, it was intended, namely, to understand the relationship between parental involvement and academic success of the child in primary school in poverty, as well as to understand the process through which teachers push for parental involvement and feedback from families in order to propose possible suggestions and measures for the progress of cooperation. This research involved the participation of 60 caregivers who completed a demographic questionnaire and the Parental Involvement Questionnaire, version for parents (Pereira et al. 2003). Six more primary school teachers participated and the technical director for the Social Solidarity Association of Alto da Cova da Moura, who responded to a semi-directive interview, which was then subjected to a content analysis. The research results revealed that 62.2% of success in school is predicted only by the parental involvement in learning activities at home; this does not contribute to other forms of parental involvement described in this literature as relevant. We can also see that everyone interviewed agreed as to the central role that the family plays in the academic success of the child, however the teachers admitted to doing little to boost parental involvement. Regarding the academic support of the Association, all elementary school teachers make reference to the fact that parents don’t check their children’s homework but realized that fact once children attend this activity. Finally, the teachers suggest a less formal relationship, celebrating holidays after working hours, inviting parents to give a lesson, reading a story (cf. Epstein, 1987) as possible strategies to build bridges connecting the school-family relationship.
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Keywords
Família Escola Envolvimento parental Sucesso escolar Contextos desfavorecido Family School Parental involvement Educational achievement Disadvantaged environments