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A RELAÇÃO FAMÍLIA/ESCOLA: AS PERCEÇÕES DE PAIS, MÃES E DAS EDUCADORAS DE INFÂNCIA ACERCA DO ENVOLVIMENTO PARENTAL NO JARDIM DE INFÂNCIA
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Abstract(s)
O presente estudo, realizado no âmbito do Mestrado de Qualificação para a Docência de Educação Pré-Escolar, recai sobre a temática da relação família-escola.
A relação família - escola tem sido abordada por diversos autores, que constataram que quando existe uma relação entre a família e escola esta traz benefícios a longo prazo para o desenvolvimento da criança. Deste modo, e com o intuito de perceber de que forma se dá o envolvimento parental e quais os seus benefícios, delineamos a seguinte pergunta inicial “Quais as percecões dos pais, das mães e das educadoras de infância acerca do envolvimento parental na escola, nomeadamente no jardim de infância?
De maneira a responder à questão inicial, estabeleceram-se os seguintes objetivos: conhecer as perceções das educadoras de infância acerca do envolvimento parental no jardim de infância; conhecer as perceções dos pais e das mães acerca do envolvimento parental no jardim de infância; conhecer se, do ponto de vista das educadoras de infância, os pais vão à escola em resposta a iniciativas dos profissionais ou por iniciativa própria; conhecer se, do ponto de vista dos pais, eles vão à escola por sua iniciativa ou a pedido das educadoras de infância.
Utilizou-se uma metodologia de natureza qualitativa, realizando um estudo de caso, com recurso a instrumentos de natureza quantitativa, tendo sido usado para a recolha de dados os inquéritos por questionários QEPJI (Questionário de Envolvimento Parental no Jardim de infância) versão pais, QEPJI versão educadoras de infância (Carapito; Pereira, 2008). Para a análise estatística dos dados, recorreu-se ao programa SPSS (Statistical Package for the Social Science).
Os dados obtidos permitiram concluir que existem diferenças significativas entre as perceções das educadoras de infância e dos pais e que ambos têm consciência da importância da relação família-escola andarem de mãos dadas. Um maior envolvimento por parte dos pais no processo educativo dos filhos tem influência direta no desenvolvimento da criança (Hoover-Dempsey et al., 2005).
This study, carried out within the scope of the Master's Degree Qualification for Pre-School Education, looks into the family-school relationship dynamics. The relationship between the family and the school has been researched by several authors, who found that when a relationship between the family and school exists it brings long - term benefits to the child's development. Thus, in order to understand how parental involvement occurs and what its benefits are, the following initial question was made: "What are the perceptions of the fathers, the mothers and educators about parental involvement in school?" In order to answer the initial question, the following objectives were established: To know the perceptions of the school about parental involvement in kindergarten; To know the perceptions of the parents about the parental involvement in kindergarten; To know if, from the educators 'point of view, the parents go to school in response to the professionals' initiatives or on their own initiative; Know if, from the parent’s point of view, they go to school on their own initiative or at the request of the educators. A qualitative methodology was used, and a case study was carried out using quantitative instruments. Data was collected through the questionnaire QEPJI (Parental Involvement Questionnaire in Kindergarten) , QEPJI educator’s version (Pereira, 2003). For the statistical analysis of the data, we used the SPSS program (Statistical Package for the Social Science). The collected data allowed for the conclusion that, although there are significant differences between the perceptions of educators and parents, both are aware of how important the closeness in the family-school relationship is. Increased parental involvement in the educational process of the child has a direct influence on the resulting development of the child.
This study, carried out within the scope of the Master's Degree Qualification for Pre-School Education, looks into the family-school relationship dynamics. The relationship between the family and the school has been researched by several authors, who found that when a relationship between the family and school exists it brings long - term benefits to the child's development. Thus, in order to understand how parental involvement occurs and what its benefits are, the following initial question was made: "What are the perceptions of the fathers, the mothers and educators about parental involvement in school?" In order to answer the initial question, the following objectives were established: To know the perceptions of the school about parental involvement in kindergarten; To know the perceptions of the parents about the parental involvement in kindergarten; To know if, from the educators 'point of view, the parents go to school in response to the professionals' initiatives or on their own initiative; Know if, from the parent’s point of view, they go to school on their own initiative or at the request of the educators. A qualitative methodology was used, and a case study was carried out using quantitative instruments. Data was collected through the questionnaire QEPJI (Parental Involvement Questionnaire in Kindergarten) , QEPJI educator’s version (Pereira, 2003). For the statistical analysis of the data, we used the SPSS program (Statistical Package for the Social Science). The collected data allowed for the conclusion that, although there are significant differences between the perceptions of educators and parents, both are aware of how important the closeness in the family-school relationship is. Increased parental involvement in the educational process of the child has a direct influence on the resulting development of the child.
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Keywords
Envolvimento Parental, Relação Família-Escola, Educação Pré-Escolar Parental Involvement, Family-School Relationships, Pre-School Education