Loading...
Publication
A relação escola-família e o sucesso escolar: estudo de caso num Agrupamento de Escolas TEIP
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.29 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A temática da relação Escola-Família tem sido alvo de vários estudos, mostrando-se que esta relação traz benefícios para o desenvolvimento da criança. Porém,
atualmente, as famílias vivem tempos de mudança, onde a vida profissional absorve grande parte do tempo, levando a que, consequentemente, possa existir um afastamento entre os pais e os filhos e entre as famílias e a escola. As crianças
oriundas de famílias cuja relação com a Escola é menos favorável, apresentam maior probabilidade de comprometer o seu desenvolvimento. Estas são mais propensas a apresentar dificuldades de aprendizagem, insucesso escolar, fraco funcionamento cognitivo, baixa autoestima, dificuldades de adaptação à escola, insegurança e fracas competências sócio emocionais (Sousa et al., 2007). A Escola, enquanto contexto de desenvolvimento, aprendizagem e socialização, assume um papel preponderante, em colaboração com a Família, na promoção do seu processo de aprendizagem.
O presente Trabalho de Projeto, intitulado “Relação Escola-Família e o Sucesso
Escolar- estudo de caso num agrupamento de escolas TEIP”, resulta de uma
investigação realizada num agrupamento de escolas de um concelho do interior de
Portugal, considerado Território Educativo de Intervenção Prioritária (TEIP). O
objetivo central subjacente ao presente trabalho de projeto é consciencializar a
comunidade escolar para a importância da relação Escola-Família para o sucesso
escolar dos alunos. Para atingir tal desiderato, é fundamental compreender como se processa a relação entre a Família e a Escola; conhecer as perceções dos Professores e das Famílias acerca da relação estabelecida entre a Escola e a Família; conhecer se, do ponto de vista dos professores, a Família vai à escola em resposta a iniciativas dos profissionais ou por iniciativa própria; compreender a relação entre o envolvimento da Família nas atividades escolares dos filhos e o sucesso escolar; identificar estratégias e projetos implementados pelo agrupamento para potenciar a relação entre a Escola e a Família. A recolha destes dados não tem apenas como objetivo a caracterização do caso, mas também servir de base à construção de um projeto de intervenção apresentado na parte final deste documento e que se organize como um contributo para dar resposta aos problemas identificados.
Do ponto de vista metodológico, optou-se por um estudo de natureza qualitativa
organizado de acordo com a metodologia de um estudo de caso, com recurso a um
instrumento, mais concretamente, um inquérito destinado aos Encarregados de
Educação e às seguintes técnicas de recolha de dados: consulta documental e
entrevistas semiestruturadas realizadas aos professores. Os participantes deste
estudo foram os Encarregados de Educação de 60 crianças do 1º ciclo do Ensino
Básico e os Professores Titulares e de Apoio Educativo e Educação Especial dos seus educandos.
Abstract: The theme of the School-Family relationship has been the subject of several studies, showing that this relationship brings benefits to the child's development. However, currently, families are experiencing times of change, where professional life absorbs a large part of the time, leading to, consequently, a gap between parents and children and between families and school. Children from families whose relationship with the School is less favorable are more likely to compromise their development. These are more likely to have learning difficulties, school failure, poor cognitive functioning, low self-esteem, difficulty adapting to school, insecurity and weak socio-emotional skills (Sousa et al., 2007). The School, as a development, learning and socialization context, assumes a preponderant role, in collaboration with the Family, in promoting its learning process. The present Project Work, entitled “School-Family Relationship and School Success – case study in a grouping of TEIP schools”, results from an investigation carried out in a grouping of schools in a municipality in the interior of Portugal, considered Educational Territory of Priority Intervention (TEIP). The central objective underlying this project work is to make the school community aware of the importance of the School-Family relationship for the academic success of students. To achieve this aim, it is essential to understand how the relationship between the Family and the School works; to know the perceptions of Teachers and Families about the relationship established between the School and the Family; find out if, from the teachers' point of view, the Family goes to school in response to professionals' initiatives or on its own initiative; understand the relationship between the Family's involvement in their children's school activities and school success; identify strategies and projects implemented by the grouping to enhance the relationship between the School and the Family. The purpose of collecting these data is not only to characterize the case but also to serve as a basis for the construction of an intervention project presented in the final part of this document and which is organized as a contribution to respond to the identified problems. From a methodological point of view, we opted for a qualitative study organized according to the methodology of a case study, using an instrument, more specifically, a survey aimed at Parents and the following techniques for collecting data data: documentary consultation and semi-structured interviews with teachers. The participants in this study were the Guardians of 60 children in the 1st cycle of Basic Education and the Head Teachers and Teachers of Educational Support and Special Education of their students.
Abstract: The theme of the School-Family relationship has been the subject of several studies, showing that this relationship brings benefits to the child's development. However, currently, families are experiencing times of change, where professional life absorbs a large part of the time, leading to, consequently, a gap between parents and children and between families and school. Children from families whose relationship with the School is less favorable are more likely to compromise their development. These are more likely to have learning difficulties, school failure, poor cognitive functioning, low self-esteem, difficulty adapting to school, insecurity and weak socio-emotional skills (Sousa et al., 2007). The School, as a development, learning and socialization context, assumes a preponderant role, in collaboration with the Family, in promoting its learning process. The present Project Work, entitled “School-Family Relationship and School Success – case study in a grouping of TEIP schools”, results from an investigation carried out in a grouping of schools in a municipality in the interior of Portugal, considered Educational Territory of Priority Intervention (TEIP). The central objective underlying this project work is to make the school community aware of the importance of the School-Family relationship for the academic success of students. To achieve this aim, it is essential to understand how the relationship between the Family and the School works; to know the perceptions of Teachers and Families about the relationship established between the School and the Family; find out if, from the teachers' point of view, the Family goes to school in response to professionals' initiatives or on its own initiative; understand the relationship between the Family's involvement in their children's school activities and school success; identify strategies and projects implemented by the grouping to enhance the relationship between the School and the Family. The purpose of collecting these data is not only to characterize the case but also to serve as a basis for the construction of an intervention project presented in the final part of this document and which is organized as a contribution to respond to the identified problems. From a methodological point of view, we opted for a qualitative study organized according to the methodology of a case study, using an instrument, more specifically, a survey aimed at Parents and the following techniques for collecting data data: documentary consultation and semi-structured interviews with teachers. The participants in this study were the Guardians of 60 children in the 1st cycle of Basic Education and the Head Teachers and Teachers of Educational Support and Special Education of their students.
Description
Trabalho de Projeto apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Intervenção Social Escolar
Keywords
Família Escola Sucesso escolar Agrupamento de Escolas TEIP Family School School success Grouping of TEIP Schools