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Envolvimento parental no 1º ciclo do Ensino Básico, em contexto de Pandemia Covid-19
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Abstract(s)
Este estudo tem por tema o envolvimento parental no 1º ciclo do Ensino Básico durante um período em que as Escolas se viram obrigadas a adotar um ensino remoto de emergência: o confinamento imposto pela pandemia por Covid 19, entre março e junho de 2020. A relação entre pais e professores nem sempre é fácil devido às diferenças culturais e aos papeis distintos que cada um deve desempenhar. Mas o distanciamento físico imposto pelo confinamento veio exigir que a relação entre pais e Escola se reconfigurasse. Foi neste contexto que emergiu a seguinte questão de investigação: quais as soluções, desafios e dificuldades encontradas pelos pais durante o confinamento na educação escolar dos filhos? Para respondermos a esta questão, procurámos compreender as práticas de envolvimento parental na vida escolar durante o confinamento, um momento em que a interajuda era fundamental e a boa relação entre pais e professores se torna facilitadora do ensino e aprendizagem. Vivia-se o desafio do ensino remoto, uma novidade para a maioria das pessoas no âmbito escolar, que procurámos descrever neste trabalho. Para melhor compreendermos as práticas de envolvimento parental levadas a cabo durante o período pandémico, procurámos em primeiro lugar caracterizar o envolvimento antes desta fase e o respetivo contributo para o sucesso escolar dos educandos. Também foi necessário compreender as orientações dadas aos professores e aos pais durante o confinamento, que obrigou a que todos os alunos, e não só, fossem para casa passando assim a terem a escola dentro da mesma. Na metodologia da investigação optámos por uma abordagem qualitativa pois os factos investigados assentam em grande medida em representações sobre como os atores educativos vivenciaram o processo. Entrevistámos quatro encarregados de educação com educandos a frequentar o 1º. ano ou o 4º. ano do ensino básico durante o confinamento. Os resultados do tratamento de dados sugeriram-nos que o envolvimento parental durante a pandemia foi mais efetivo do que antes da mesma, tendo os pais uma participação mais ativa em todas as atividades que eram pedidas aos seus educandos.
His work focuses on parental involvement in the 1st cycle of Basic Education during a period in which schools were forced to adopt remote teaching: the confinement imposed by the Covid 19 pandemic, between March and June 2020. The relationship between parents and teachers might not be easy due to cultural and role differences. However, the physical distance imposed by confinement required this relationship to be adapted. In this context, the following research question emerged: what are the solutions, challenges and difficulties found by parents during the confinement in their children's school education? To answer this question, we sought to understand the parental involvement in school activities during confinement, a time when mutual help was fundamental and a good relationship between parents and teachers facilitated teaching and learning. Teaching remotely was a challenge and a novelty for most people in the school environment that we tried to describe in this work. In order to better understand the parental involvement practices carried out during the pandemic period, we first tried to characterize the involvement before this phase and the respective contribution to the scholar success of the students. It was also necessary to understand the guidelines given to teachers and parents during the confinement, which forced all students to have home school. In the research methodology, we opted for a qualitative approach because the investigated facts are largely based on representations of how the educational actors experienced the process. We interviewed four guardians with students attending the 1st or the 4th years of basic education during confinement. The results of data processing suggested that parental involvement during the pandemic was more effective than before, with parents having a more active participation in all activities demanded of the students.
His work focuses on parental involvement in the 1st cycle of Basic Education during a period in which schools were forced to adopt remote teaching: the confinement imposed by the Covid 19 pandemic, between March and June 2020. The relationship between parents and teachers might not be easy due to cultural and role differences. However, the physical distance imposed by confinement required this relationship to be adapted. In this context, the following research question emerged: what are the solutions, challenges and difficulties found by parents during the confinement in their children's school education? To answer this question, we sought to understand the parental involvement in school activities during confinement, a time when mutual help was fundamental and a good relationship between parents and teachers facilitated teaching and learning. Teaching remotely was a challenge and a novelty for most people in the school environment that we tried to describe in this work. In order to better understand the parental involvement practices carried out during the pandemic period, we first tried to characterize the involvement before this phase and the respective contribution to the scholar success of the students. It was also necessary to understand the guidelines given to teachers and parents during the confinement, which forced all students to have home school. In the research methodology, we opted for a qualitative approach because the investigated facts are largely based on representations of how the educational actors experienced the process. We interviewed four guardians with students attending the 1st or the 4th years of basic education during confinement. The results of data processing suggested that parental involvement during the pandemic was more effective than before, with parents having a more active participation in all activities demanded of the students.
Description
Keywords
Envolvimento parental; contributos; pandemia Covid -19; ensino remoto; orientações; confinamento Parental involvement; contributions; Covid-19 pandemic; remote teaching; guidelines; lockdown.