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Abstract(s)
A escola e a família são dois pilares fundamentais no desenvolvimento das crianças e
jovens. Compreender a relação escola-família permite obter uma visão mais específica
das práticas de envolvimento parental. Apesar dos benefícios comprovados, o
envolvimento parental na escola não é valorizado da mesma forma pelas famílias. O
reduzido envolvimento parental vem sobretudo dos pais mais vulneráveis, com
contextos de risco, cujas crianças são as que mais podem beneficiar com um maior
envolvimento. Tendo como referencial o quadro teórico proposto por Epstein (2002), o
presente estudo tem como propósito aferir as perceções de envolvimento parental na
escola dos pais de alunos do ensino básico e, em que medida, são influenciadas por
variáveis sociodemográficas e situações que indicam fragilidade/risco pessoal dos
filhos. Definimos os seguintes objetivos orientadores: i) analisar as perceções parentais
sobre o seu envolvimento na escola (e respetivas dimensões); ii) identificar as variáveis
sociodemográficas relativas aos pais e alunos, suscetíveis de influenciarem o
envolvimento parental na escola; iii) perceber como o envolvimento parental é
influenciado por indicadores de risco/ fragilidade pessoal (retenção escolar
sucesso/insucesso escolar, NEE); iv) perceber as relações entre o envolvimento
parental e o rendimento escolar; v) complementar os resultados decorrentes da
componente quantitativa do estudo com uma abordagem qualitativa e compreensiva das
perceções de pais/EE, com e sem indicadores de risco, sobre o seu envolvimento na
escola e outras dimensões familiares. Neste contexto, foi utilizado um plano de
investigação misto que contempla metodologias qualitativas e quantitativas. A amostra
é não probabilística, de conveniência, composta por 362 pais/EE inquiridos através de
dois questionários, o QEPE – versão para pais (Pereira, 2002) e um questionário
sociodemográfico, e 14 pais/EE entrevistados, utilizando para o efeito um guião de
entrevista semiestruturado. Os resultados do estudo revelam que nos três Ciclos do
Ensino Básico as perceções de envolvimento parental são mais elevadas nas práticas
relacionadas com o envolvimento nas atividades de aprendizagem em casa e na
comunicação escola-família. Os dados permitem também afirmar que as perceções de
envolvimento parental são influenciadas pela idade e ciclo de ensino dos alunos; pelas
habilitações académicas dos pais e por situações de risco (Necessidades Educativas
Especiais, insucesso escolar e risco social). Verificaram-se ainda relações significativas
e negativas entre o envolvimento parental na escola e a idade dos alunos; e relações
positivas entre o envolvimento e o rendimento escolar dos alunos. Na componente
qualitativa e compreensiva do estudo, verificamos que os pais com indicadores de risco
apresentam discursos que sugerem menor estabilidade nas rotinas, maiores
necessidades nas áreas económica e emocional, maior apoio da rede formal, menor
adequação das condições de estudo, fraca participação nas ações da escola e menor
conhecimento do regulamento e projeto educativo da escola. Além disso, referem a
escassez de tempo e transporte como maiores barreiras ao envolvimento e revelam
expetativas negativas sobre o futuro dos filhos.
School and the family are two fundamental pillars in the development of children and young people. Understanding the school-family relationship allows for a more specific view of parental involvement practices. Despite the proven benefits, parental involvement in school is not valued equally by families. The reduced parental involvement comes mainly from the most vulnerable parents, with risk contexts, whose children are the ones who can benefit most with greater involvement. Based on the theoretical framework proposed by Epstein (2002), the present study aims to assess the perceptions of parental involvement in the middle school and how it is shaped by sociodemographic variables and situations wher the child is/could be at risk. The following serve as qualifiers in this study: i) The analysis of the parents’ perceptions into their school involvement; ii) The identification of the sociodemographic variables of the parents (marital status, academic qualifications) and students (gender, academic level) that could influence how parents interact with the school; iii) The way parental involvement is influenced by personal fragility and risk indicators (NEE, success/unsuccessful in school); iv) The understanding of the parental involvement and academic achievement dynamic; v) The matching of the quantifiable results with the parental perceptions, with and without at risk factors, about their school involvement and other familial aspects. This study was conducted using a mixed research methodology, of quantitative and qualitative factors. A non statistical, ready to use sample of 362 parents was surveyed twice using QEPE (parents’ version, Pereira, 2002) and a sociodemographic survey, and 14 parents using the semi structured interview. Using this study, the conclusion is that across all three levels of primary education parental perceptions are higher with parental involvement in school activities, homework’s and family/school communications, as established by Canavarro et all study (2002). The data collected also allows for the conclusion that parental perception is dependent on students’ age and academic level, parents’ academic qualifications and situations of risk (Special Educational Needs, school failure and social risk). A strong and negative correlation between the students’ age and the parental involvement was also established, as well as a positive one between involvement and academic achievement. In the qualitative and comprehensive component of the study, we found that parents with risk indicators present discourses that suggest less stability in the routines, greater needs in the economic and emotional areas, greater support from the formal network, lower adequacy of study conditions, poor participation in actions of the school and less knowledge of the regulation and educational project of the school. In addition, they refer to lack of time and transportation as major barriers to their involvement and reveal negative expectations about the future of their children.
School and the family are two fundamental pillars in the development of children and young people. Understanding the school-family relationship allows for a more specific view of parental involvement practices. Despite the proven benefits, parental involvement in school is not valued equally by families. The reduced parental involvement comes mainly from the most vulnerable parents, with risk contexts, whose children are the ones who can benefit most with greater involvement. Based on the theoretical framework proposed by Epstein (2002), the present study aims to assess the perceptions of parental involvement in the middle school and how it is shaped by sociodemographic variables and situations wher the child is/could be at risk. The following serve as qualifiers in this study: i) The analysis of the parents’ perceptions into their school involvement; ii) The identification of the sociodemographic variables of the parents (marital status, academic qualifications) and students (gender, academic level) that could influence how parents interact with the school; iii) The way parental involvement is influenced by personal fragility and risk indicators (NEE, success/unsuccessful in school); iv) The understanding of the parental involvement and academic achievement dynamic; v) The matching of the quantifiable results with the parental perceptions, with and without at risk factors, about their school involvement and other familial aspects. This study was conducted using a mixed research methodology, of quantitative and qualitative factors. A non statistical, ready to use sample of 362 parents was surveyed twice using QEPE (parents’ version, Pereira, 2002) and a sociodemographic survey, and 14 parents using the semi structured interview. Using this study, the conclusion is that across all three levels of primary education parental perceptions are higher with parental involvement in school activities, homework’s and family/school communications, as established by Canavarro et all study (2002). The data collected also allows for the conclusion that parental perception is dependent on students’ age and academic level, parents’ academic qualifications and situations of risk (Special Educational Needs, school failure and social risk). A strong and negative correlation between the students’ age and the parental involvement was also established, as well as a positive one between involvement and academic achievement. In the qualitative and comprehensive component of the study, we found that parents with risk indicators present discourses that suggest less stability in the routines, greater needs in the economic and emotional areas, greater support from the formal network, lower adequacy of study conditions, poor participation in actions of the school and less knowledge of the regulation and educational project of the school. In addition, they refer to lack of time and transportation as major barriers to their involvement and reveal negative expectations about the future of their children.
Description
Keywords
alunos escola família envolvimento parental indicadores de risco (in)sucesso escolar Necessidades Educativas Especiais students school family parental involvement risk indicators school failure Special Educational Needs school success;
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu