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Relação família-escola e sucesso educativo : o Pojeto PIC em Água de Pau
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Abstract(s)
O objetivo principal desta dissertação de mestrado é analisar a implementação da PIC (Parceria de Intervenção Comunitária) a partir do caso de oito famílias da freguesia de Água de Pau no ano letivo 2019/2020, procurando-se compreender em que medida alcançou os seus objetivos em termos de melhoria do sucesso escolar dos alunos e de envolvimento das famílias na escolaridade dos filhos, tendo em conta as perspetivas dos diferentes intervenientes.
Constituindo a PIC uma medida política de promoção do sucesso educativo baseada na parceria entre a escola e a comunidade que se insere no âmbito do ProSucesso (Plano Integrado de Promoção do Sucesso Escolar Regional), a partir da revisão da literatura procurou-se situar esta medida no quadro do desenvolvimento das políticas públicas de educação para combater o fenómeno do insucesso escolar, bem como compreender o conceito da relação escola-família e a sua associação ao sucesso escolar.
O estudo empírico incorpora-se numa metodologia qualitativa baseada em 22 entrevistas realizadas a diferentes participantes da parceria afetos à sua dinamização na EBI de Água de Pau (alunos, familiares, diretores de turma e assistentes sociais).
A informação recolhida junto dos vários intervenientes entrevistados possibilita-nos concluir que existe um grande contraste entre as perspetivas das famílias e da escola.
Percebe-se através das diferentes perspetivas que a escola se foca na sua dificuldade em envolver as famílias, no entanto, não se verificam estratégias diferenciadoras neste sentido. Por outro lado, há diversos indicadores nas perspetivas dos entrevistados que demonstram que as famílias se preocupam com os filhos e com a sua escolaridade, contudo podem apresentar algumas lacunas no seu envolvimento escolar devido à falta de recursos destes pais, e pela forma como são vistos pela escola. Podemos afirmar que existe uma relação de distância entre a escola e a família. Em relação aos resultados da promoção do sucesso escolar, concluiu-se através da análise das perspetivas dos intervenientes que não gerou a eficácia que os objetivos da PIC pretendiam alcançar.
ABSTRACT: The main objective of this master's thesis is to analyze the implementation of the CIP (Community Intervention Partnership) based on the case of eight families in the parish of Água de Pau in the school year 2019/2020, seeking to understand to what extent it has achieved its objectives in terms of improving student academic success and family involvement in their children's schooling, considering the perspectives of the different stakeholders. As the PIC is a policy measure for promoting educational success, based on the partnership between school and community, which falls within the scope of ProSucesso (Integrated Plan for Promoting Regional School Success), from the literature review we sought to situate this measure in the framework of the development of public education policies to combat the phenomenon of school failure, as well as to understand the concept of school-family relationship and its association with school success. The empirical study is incorporated into a qualitative methodology, based on 22 interviews conducted with different participants of the partnership assigned to its dynamization in the EBI of Água de Pau (students, family members, class directors and social workers). The information collected from the various stakeholders interviewed allows us to conclude that there is a great contrast between the perspectives of families and the school. It is perceived through the different perspectives that the school focuses on its difficulty in involving families, however, there are no differentiating strategies in this regard. On the other hand, there are several indicators in the perspectives of the interviewees that show that families care about their children and their schooling, however, they may have some gaps in their school involvement due to lack of resources of these parents, and the way they are perceived by the school. We can affirm that there is a relationship of distance between the school and the family. Regarding the results of the promotion of academic success, it was concluded through the analysis of the perspectives of stakeholders that it did not generate the effectiveness that the objectives of the ICP were intended to achieve.
ABSTRACT: The main objective of this master's thesis is to analyze the implementation of the CIP (Community Intervention Partnership) based on the case of eight families in the parish of Água de Pau in the school year 2019/2020, seeking to understand to what extent it has achieved its objectives in terms of improving student academic success and family involvement in their children's schooling, considering the perspectives of the different stakeholders. As the PIC is a policy measure for promoting educational success, based on the partnership between school and community, which falls within the scope of ProSucesso (Integrated Plan for Promoting Regional School Success), from the literature review we sought to situate this measure in the framework of the development of public education policies to combat the phenomenon of school failure, as well as to understand the concept of school-family relationship and its association with school success. The empirical study is incorporated into a qualitative methodology, based on 22 interviews conducted with different participants of the partnership assigned to its dynamization in the EBI of Água de Pau (students, family members, class directors and social workers). The information collected from the various stakeholders interviewed allows us to conclude that there is a great contrast between the perspectives of families and the school. It is perceived through the different perspectives that the school focuses on its difficulty in involving families, however, there are no differentiating strategies in this regard. On the other hand, there are several indicators in the perspectives of the interviewees that show that families care about their children and their schooling, however, they may have some gaps in their school involvement due to lack of resources of these parents, and the way they are perceived by the school. We can affirm that there is a relationship of distance between the school and the family. Regarding the results of the promotion of academic success, it was concluded through the analysis of the perspectives of stakeholders that it did not generate the effectiveness that the objectives of the ICP were intended to achieve.
Description
Dissertação de Mestrado, Educação e Formação, 13 de dezembro de 2022, Universidade dos Açores.
Keywords
Insucesso Escolar Política Educativa Relação Escola-Família Sucesso Escolar Educational Success Family Involvement
Pedagogical Context
Citation
Garcia, Raquel Couto (2022). "Relação família-escola e sucesso educativo: o Projeto PIC em Água de Pau", 162 p.. Mestrado em Educação e Formação. Ponta Delgada: Universidade dos Açores. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/6604>