Publicação
Associações de pais e participação coletiva: oportunidade perdida?
| Resumo: | The plurality of perceptions, meanings and practices not only at the individual level but also at the collective and institutional level is the result of the complexity that characterizes education in terms of practices and objectives. Accordingly, and as Pedro Silva (1994:308) emphasizes, any approach to the school/family relationship issue will always be just the tip of an enormous iceberg. Indeed, in addition to what schools visibly demand from the parents which results from the normative production, it is necessary to consider some other factors for a better characterization of this problem. This list includes some aspects that are not quite well studied yet, among which stands out the way families are organized and positioned to face the situation and the role played by the Parents Associations in the building up of solutions which contribute to a bigger and better involvement of the families in their children’s school life. In this article we report the results of a study we’ve done for the Doctoral Thesis4, concerning the parental participation within the Parents Association. The results obtained by applying a questionnaire and an interview with parents and teachers as class directors show a very positive perception about the importance of these associations, but they reveal clearly the worry of the inquired people with their operating difficulties and the (lost?) opportunity that it represents in terms of the construction of a collective parental participation and, consequently, more efficient from the point of view of their contribution to the edification of positive solutions to the construction of the school/family relationship and to the improvement of its coeducational action. |
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| Autores principais: | Martins, Maria |
| Outros Autores: | Sarmento, Teresa |
| Ano: | 2013 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Universidade Católica Portuguesa |
| Idioma: | português |
| Origem: | Gestão e Desenvolvimento |
| Resumo: | The plurality of perceptions, meanings and practices not only at the individual level but also at the collective and institutional level is the result of the complexity that characterizes education in terms of practices and objectives. Accordingly, and as Pedro Silva (1994:308) emphasizes, any approach to the school/family relationship issue will always be just the tip of an enormous iceberg. Indeed, in addition to what schools visibly demand from the parents which results from the normative production, it is necessary to consider some other factors for a better characterization of this problem. This list includes some aspects that are not quite well studied yet, among which stands out the way families are organized and positioned to face the situation and the role played by the Parents Associations in the building up of solutions which contribute to a bigger and better involvement of the families in their children’s school life. In this article we report the results of a study we’ve done for the Doctoral Thesis4, concerning the parental participation within the Parents Association. The results obtained by applying a questionnaire and an interview with parents and teachers as class directors show a very positive perception about the importance of these associations, but they reveal clearly the worry of the inquired people with their operating difficulties and the (lost?) opportunity that it represents in terms of the construction of a collective parental participation and, consequently, more efficient from the point of view of their contribution to the edification of positive solutions to the construction of the school/family relationship and to the improvement of its coeducational action. |
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