Parents are considered to be important and indispensable stakeholders in education. Research shows that parental involvement in the education of their children is a crucial matter as it contributes directly to the learners’ academic achievement. This study intended to investigate the possible effects of parents’ literacy levels on their involvement in the education and the academic achievement of their children. Approached from a constructivist point of view, the study specifically focused on schools situated in the rural areas of the Qwa Qwa region. The rationale for choosing the particular geographical focus was that it is frequently argued that learners educated in rural environments often find themselves in disadvantaged situations since their parents are financially poor, that they lack proper formal education and thus have low literacy levels, and that they are seldom involved in their children’s education and academic achievement. In order to direct the study towards the intended purpose, a literature study was undertaken to explore the phenomena of literacy and parental involvement. Literacy, its occurrence in the South African context and how parents’ literacy levels relate to learner performance were examined. In addition, parental involvement was investigated by considering the parents’ role as primary educators and by highlighting the importance of parental involvement in terms of its benefits towards children’s education and academic performance. By means of a qualitative case study, individual and focus group interviews were conducted with purposeful selected Head of Departments (HODs), parents and learners from four conveniently selected intermediate schools in the Thabo Mofutsanyana District of the Qwa Qwa region. In total four HODs, 14 parent couples and 14 Grade 6 learners participated in the research. The results of this research show that the parents’ literacy levels indeed affect their involvement in their children’s education and academic achievement. Parents with low literacy levels appear that they want to be involved but that they find it difficult. Most parents with low literacy levels are not able to assist their children with schoolwork but depend on others, such as older siblings to assist. Furthermore the research reveals that parents do not often visit schools voluntarily but that they rather do so by invitation. However, relations between schools and parents appear to be healthy and the attitudes of parents towards their children’s education are positive. Although parents with low literacy levels cannot always assist their children with their schoolwork, they motivate and value the education of their children since they realize that education remains the vehicle for social-economic development in any society. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

Syftet med studien var att studera föräldrainvolvering och barns motivation till tennis utifrån föräldrars perspektiv relaterat till Tennis Syds pågående projekt Tennis10s. I studien deltog 64 föräldrar i åldrarna 31-58 år (m=41,69 sd=5,14) varav 26 var kvinnor (m=40,08 sd=4,98) och 38 män (m=42,79 sd=5,01) som hade barn aktiva inom tennis i åldrarna 6-11 år. I studien användes instrumenten Motivation Till Idrott samt Parental Involvement Sport Questionnaire. Resultaten visade att föräldrar rangordnade kompisskap, laganda, glädje och kompetens som de främsta motivationsfaktorerna till att sitt barn spelar tennis. Föräldrarna rangordnade beröm och förståelse samt aktiv involvering som de mest förekommande beteendena i sitt upplevda engagemang kring sitt barns tennis deltagande. Resultaten visade även en signifikant skillnad mellan hur fäder och mödrar använde sig av instruktivt beteende där fäder upplevde sig använda det i större utsträckning än mödrar. Resultaten diskuteras utifrån tidigare forskning och teoretisk referensram. / The purpose of this study was to examine parental involvement and children’s motivation to tennis based on the parents’ perspectives. The study was related to Tennis Syds ongoing project Tennis10s. There were 64 parents involved in age 31-58 (m= 41.69 sd= 5.14) of which 26 were women (m= 40.08 sd= 4.98) and 38 men (m= 42.79 sd= 5.01) who had children in ages 6-11 playing tennis. The study used the instruments Motivation To Sports and Parental Involvement Sports Questionnaire. The results indicated that parents rated friendship, team spirit, enjoyment and competence as the main motivational factors why their children are playing tennis. Parents rated praise and understanding and active involvement as the most frequent behaviors in their perceived involvement about their child's tennis participation. The results also indicated that fathers used instructive behavior more often than mothers. The results were discussed based on previous research and theoretical framework.

The word diversity can be described as being different or having differences. Furthermore, it also relates to variety or assortment. Diversity forms an integral part of society worldwide. It consists of many different aspects which are all evident in different ways in society. These aspects of diversity include culture, religion, race, language, socio-economic class, gender, ability, etc. Diversity also exists in education as an important part of society. Parental involvement is viewed by many people as an important part of the education process. It has many positives which include improved academic performance of the child, understanding of the schools circumstances, having a more positive attitude towards the school, improved community involvement and a positive school climate. Parental involvement enhances the complete learning experience of the child and focuses on the total development of the child. It includes the making of a commitment and the forming of a partnership between parent and school which is also fundamentally prescribed by legislation. When this partnership is engaged in properly there is a definite positive outcome for both the child and the school. Fundamentally, the purpose of parental involvement lies in the opportunities that it offers all the stakeholders involved to contribute towards the upbringing and development of the children. Managing the involvement of parents should be well planned and directed. School managers need to take into account the issue of diversity in relation to parental involvement. Schools have to make use of creative strategies and approaches as they deal with differences among people which need to be respected in such a way that everyone can be integrated into the school system. Diversity amongst people has an influence on parental involvement and need to be managed to good effect. Ultimately, positive parents will educate positive children who are what we strived for. What is interesting from the results of the study is that the respondents that participated in the research are of the opinion that racial differences as an aspect of diversity doesn‟t have a significant influence on parental involvement. Diversity aspects that are viewed as having a / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2012

A call for parents to be involved in the education of their children is not a modern phenomenon at all. It is increasingly a call which invites parents to be involved in every sphere of their children‟s lives, including their health. Children of South Africa, like many other children in Africa, are engulfed with health issues. These problems range from drug abuse, teenage pregnancy, obesity, violence, suicide, alcohol, etc. Therefore, it is crucial to engage parents in an effort to promote the health of their children in school and together with schools. Various parental roles were established during the early part of the century when parents were obliged to raise their children according to the set standard. As time went by, schools clearly drew a line to distinguish their role from parents‟ roles. Later on a need for parental involvement in schools arose again and a call for parents to attend to their obligations was a necessity, although parents were seen as problems by teachers. This allowed a space for barriers to grow between parents and teachers to such an extent that there was no collaboration in addressing problems affecting children in schools. To investigate the issue of parental roles and health promotion in schools thoroughly, qualitative measures were applied. The analysis indicated that there is indeed a great need for parents to be involved in promoting the health of their children in schools. However, a lack of knowledge amongst parents and a lack of skills to work with parents amongst teachers hamper the possibility of preventing most of the health issues affecting many children of South Africa. Indeed parental participation in schools and health promoting schools can yield positive results not only for the children, but for the schools and parents as well. Therefore, the government must employ practical strategies to involve parents in promoting the health of children in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

Magister Educationis - Med / Parental involvement in low-income school communities in the Western Cape, South Africa, has received little attention irrespective of its significance to learner outcomes. This study explores parental involvement with regard to teachers' perceptions of parental involvement, as well as barriers and solutions to meaningful parental involvement in a low-income school community in the Western Cape. This study, in the form of a qualitative study, sought to establish how teachers perceived parental involvement, and what restricts parents with poor socio-economic backgrounds from becoming involving in their children's education. Additionally, the study sought to establish or develop ways in which parental involvement could be improved. This study adopted a qualitative method design using qualitative procedures such as semistructured interviews, focus group interviews, observation and an open-ended questionnaire. It emerged from the findings that teachers had limited understanding of parental involvement. They perceived parental involvement to be parent's school-based activities such as fund-raising and the provision of school materials for the learners. Most of the teachers were never exposed to training on how to involve parents. Teachers believed that lack of material resources and poor parental education contributed to the issue of a lack of parental involvement in the school. Furthermore, participant parents indicated that they are willing to become involved in their children's education; however, their involvement was restricted by various barrier factors such as poverty and a lack of enabling environment. Both (teachers and parents) participants also suggested programmes or useful ways in which parental involvement could be promoted, such as the provision of basic infrastructures, grant support, educational training or facilities and a supportive environment for the parents. The findings revealed that creating an enabling environment to nurture these parents' capabilities will improve parental involvement. The capability-approach framework was used not only to explain the restraining factors to parental involvement but also to propose or suggest ways or intervention measures to improve parental involvement in their children's education, especially the parents from the community of this research. The approach was use to analyse parental involvement with the view to develop parental involvement or parents' capabilities in the school community.

Submitted by Ana Carla Almeida (ana.almeida@ucsal.br) on 2016-09-20T19:22:13Z No. of bitstreams: 1 PEREIRA, IS-2015.pdf: 1520836 bytes, checksum: 9bec9fa6fff83033b73ccc4f6dd34923 (MD5) / Approved for entry into archive by Maria Emília Carvalho Ribeiro (maria.ribeiro@ucsal.br) on 2016-09-21T22:49:36Z (GMT) No. of bitstreams: 1 PEREIRA, IS-2015.pdf: 1520836 bytes, checksum: 9bec9fa6fff83033b73ccc4f6dd34923 (MD5) / Made available in DSpace on 2016-09-21T22:49:36Z (GMT). No. of bitstreams: 1 PEREIRA, IS-2015.pdf: 1520836 bytes, checksum: 9bec9fa6fff83033b73ccc4f6dd34923 (MD5) Previous issue date: 2015-12-15 / O presente estudo de mestrado tem como objetivo conhecer o envolvimento do padrasto nos cuidados e educação de seu/sua enteado/a, com faixa etária de seis a 10 anos, no contexto de classe média de Salvador. Para atingi-lo foi feita uma pesquisa qualitativa, mais especificamente, um estudo de casos múltiplos. Foram entrevistados quatro padrastos de enteados com idades entre seis e dez anos, que residiam em Salvador, eram de classe média, tinham nível superior de escolaridade e tinham pelo menos dois anos de união conjugal com a mãe do/a enteado/a. Para a coleta de dados, foi construído um roteiro de entrevista com questões abertas. Os dados obtidos foram analisados de forma descritiva. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da UCSal e os participantes assinaram Termo de Consentimento Livre e Esclarecido. Os principais resultados encontrados foram: constatou-se que principalmente às mães e, na sequência,aos padrastos eram atribuídas as responsabilidades desde educar, cuidar e transmitir afeto às crianças. Nos casos estudados, as despesas ficavam por conta da mãe ou dela e do padrasto conjuntamente ou, ainda, a cargo dela e do pai biológico das crianças; verificou-se que os padrastos interagem com seu/sua enteado/a principalmente nos finais de semana e no período noturno. Conforme os entrevistados, as pessoas disponíveis para atender as demandas dos enteados são principalmente: eles (padrastos) e as mães das crianças. Todos os padrastos se consideram disponíveis aos enteados, com exceção de quando eles têm compromissos profissionais, nessas condições solicitam a família extensa (os avós maternos, madrinhas, primos) ou, em alguns casos, o pai biológico dos enteados.O relacionamento do padrasto e seu/sua enteado/a, em todos os casos estudados se dá de modo positivo, havendo um envolvimento alto entre eles, em termos de interação e disponibilidade. No entanto, cabe destacar que ser padrasto é ser um pai sem ser, como bem resumiu um dos entrevistados. Ademais, todos se consideram responsáveis pela educação e pelos cuidados do/da enteado/a; constatou-se que há uma distinção no papel de padrasto e de pai biológico do/da enteado/a na educação e no cuidado dele/a, pois havia baixo envolvimento dos genitores com suas crianças esua ausência na vida delas enfraquecia o vínculo entre eles. Sendo assim, os padrastos estudados assumiam várias das funções comumente atribuídas aos pais biológicos, no entanto,eles não tinham clareza quanto aos limites do seu papel. / The purpose of this study is to evaluate the involvement of the stepfather in the care and education of his stepchildren ,agedbeteween six and 10 years, in middle-class context at Salvador. To achieve it, a qualitative survey was made, more specifically, a multiple case study. Four stepfathers of stepchildren aged beteween six and ten years old, were interviewed.They´ve lived in Salvador, they´ve belonged to middle class and had higher levels of education and got at least two years of conjugal union with the stepchildren´s mother. It was prepared an interview script with open questions. Data were analyzed descriptively for data collection. The study was approved by the Research Ethics Committee of UCSal and the participants signed a consent term. The main findings were: as a result, it was found that mostly mothers and the stepfathers were assigned the responsibility to educate, care for and give affection to children. In the studied cases, the costs were for responsability of the mother and stepfather together or the biological father of the children; the stepfathers interact with his stepchildren, specially on weekends and at night. According to the interviewees, who are available to meet the needs of stepchildren are basically: they (stepparents) and children´s mothers. All stepparents are considered available for the stepchildren, except when they have work obligations, in this conditions they ask for help to the extended family (maternal grandmothers, godmothers, cousins) or, in some cases, the stepchildren´s biological father. The relationship of the stepfather and his stepchildren, in all cases studied happens in a positive way, with a high involvement between them in terms of interaction and availability. However, it´s worthy mentioning that be stepfather is to be a father without being, as described by one of the interviewees. Moreover, all of them consider themselves responsible for the education and care of them stepchildren; there is a distinction in the stepfather and biological father role in the education and care of stepchildren, because there was low involvement of biological fathers with their children and this absence in the children lives weakened the bond between them. Therefore, stepparents analized assumed many of the functions generally attributed to biological fathers, however, they were not clear about the limits of their role.

abstract: The statement that all children will learn, grow, and develop to realize their full potential referenced continuously by educators seems to have little impact on schools in numerous school districts across the country. The Early Childhood Education programs continue to dwindle down and are the first to be cut from the budget, such as the pre-school/Early Childhood programs in each school. Administrators and policymakers tend to focus on the latter years instead of the early childhood years which are from pre-natal to eight. There have been few research studies on early childhood education in regard to family unit activities. Research does say that parents who are active in their child’s learning and school activities are positively associated with learning and school outcomes. Many parents take matters into their own hands and have started to prepare their children for school readiness and are not leaving it to the school system. This topic is the focus of this research: How parents get involved and what kinds of activities they do with their children to prepare them for school life. Twenty-five questions with sub questions were compiled in a survey that was administered to a sample of parents in three schools in the Gallup McKinley County School District located in Gallup, New Mexico, a small community with a population of 21,678 and over 100 diverse cultures. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2016

Submitted by Pamela Tamires Belão Fernandes null (pa_tamires@hotmail.com) on 2016-11-01T13:55:33Z No. of bitstreams: 1 Dissertação Pamela Tamires Belão Fernandes - FCT-UNESP.pdf: 1915580 bytes, checksum: 5d85f31539efeba102baac0316935ffc (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-11-09T13:06:30Z (GMT) No. of bitstreams: 1 fernandes_ptb_me_prud.pdf: 1915580 bytes, checksum: 5d85f31539efeba102baac0316935ffc (MD5) / Made available in DSpace on 2016-11-09T13:06:30Z (GMT). No. of bitstreams: 1 fernandes_ptb_me_prud.pdf: 1915580 bytes, checksum: 5d85f31539efeba102baac0316935ffc (MD5) Previous issue date: 2016-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho vinculado à linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública”, partiu do questionamento surgido nas pesquisas do Núcleo de Ensino em minha graduação. Nestes estudos as diretoras escolares apontaram que a família ausente faz com que o aluno seja desinteressado e provoque o insucesso escolar. Tendo isto em vista, procuramos entender como os pais percebem sua participação na escola, pois as diretoras os culpabilizavam pela ausência e o insucesso dos alunos (LEITE et al, 2012; LEITE et al, 2014). A pesquisa teve como objetivo geral descrever e analisar o perfil de atuação dos pais em uma escola da rede estadual de educação de São Paulo, bem como a percepção dos mesmos sobre tal atuação. Os objetivos específicos foram: refletir sobre a função da escola pública e suas complexidades organizacionais e administrativas; analisar a teoria da administração escolar e a gestão democrática para compreender a participação dos pais na gestão da escola; investigar os espaços de participação dos pais na escola estabelecidos pela legislação; identificar o perfil de participação dos pais dos alunos matriculados no Ciclo II do Ensino Fundamental, sujeitos da pesquisa e suas opiniões sobre sua participação na escola. O referencial teórico selecionado envolveu estudos sobre a mudança da função social da escola ao longo da história da educação pública brasileira e também, a mudança na concepção para a gestão democrática. Sob uma abordagem qualitativa, a coleta dos dados contou com o estudo bibliográfico, o estudo documental, participante como observador, a aplicação de questionário e entrevistas semiestruturada com os pais. Os dados permitiram identificar, entre outros aspectos: o perfil de uma amostra de pais; como são as reuniões de pais na escola; como atribuem a importância do estudo para o filho; motivo da escolha dessa escola para matricular o filho; o que pensam sobre o Conselho de Escola e Associação de Pais e Mestres; o que pensam sobre sua participação nas reuniões e os horários; a importância que atribuem sobre a participação na escola; as dificuldades em estabelecer uma relação com a escola. Os resultados da pesquisa indicaram que a maioria dos pais tem uma percepção positiva em relação ao estudo e não compreendem a real importância da participação na escola do filho. Refletimos que a escola necessita estabelecer meios de comunicação com os pais de modo a informá-los dos acontecimentos na escola, convidá-los e, sobretudo, explicitar a valorização e a sua contribuição, para gradativamente, constituir espaços de discussão. / This work linked to the line of research "Formation of Education Professionals, Educational Policies and Public School", left questioning emerged in Teaching Core search my graduation. In these school principals studies pointed out that the missing family makes the student be disinterested and causes school failure. With this in mind, we try to understand how parents perceive their participation in school, because the directors culpabilizavam the absence and failure of students (LEITE et al, 2012; LEITE et al, 2014). The research aimed to describe and analyze the profile of parental role in a school of the state of São Paulo education as well as their perception of such activities. The specific objectives were: to reflect on the role of public schools and their organizational and administrative complexity; analyze the theory of school administration and democratic management to understand the participation of parents in school management; investigate the opportunities for participation of parents in school established by law; identify the profile of participation of parents of students enrolled in Cycle II Elementary School, research subjects and their opinions about their participation in school. The selected theoretical framework involved studies on the change of school social function throughout the history of Brazilian public education and also change the design for democratic management. A qualitative approach, data collection included the bibliographical study, the desk study, participating as an observer, the application questionnaire and semi-structured interviews with parents. The data indicate, inter alia: the profile of a sample of parents; as are the parent meetings at school; to attribute the importance of the study to the child; the choice of this school reason to enroll the child; what they think about the School Council and Parent Teacher Association; what they think about their participation in meetings and schedules; the importance they attach on participation in school; the difficulties in establishing a relationship with the school. The survey results indicated that most parents have a positive perception of the study and do not understand the real importance of participation in the child's school. We reflect that the school needs to establish means of communication with parents to inform them of events at school, invite them and, above all, explain the value and contribution to gradually provide spaces for discussion.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-15T20:16:03Z No. of bitstreams: 1 ericsonaraujodacosta.pdf: 1164360 bytes, checksum: fe0efa863e02c8d748b2691c2b94cf11 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:16:37Z (GMT) No. of bitstreams: 1 ericsonaraujodacosta.pdf: 1164360 bytes, checksum: fe0efa863e02c8d748b2691c2b94cf11 (MD5) / Made available in DSpace on 2016-04-24T03:16:37Z (GMT). No. of bitstreams: 1 ericsonaraujodacosta.pdf: 1164360 bytes, checksum: fe0efa863e02c8d748b2691c2b94cf11 (MD5) Previous issue date: 2015-01-27 / Esta dissertação, desenvolvida no Programa de Pós-graduação Profissional em Gestão e Avaliação Pública da Universidade Federal de Juiz de Fora, é resultado de uma pesquisa que investigou ações voltadas à efetivação do envolvimento parental na vida escolar e, consequentemente, na melhoria do desempenho dos alunos do Ensino Fundamental de uma escola do interior do Acre. Nosso principal objetivo foi detectar o que já havia sido feito nessa instituição de ensino em relação ao fomento de ações de envolvimento parental, relativo à responsabilização das famílias, partindo do pressuposto de que as iniciativas deveriam ser criadas pela escola através de seu corpo docente. A investigação se baseou na análise documental, por do Projeto Político Pedagógico da escola e dados documentados durante a reelaboração do mesmo, além da aplicação de questionários para a equipe gestora, a uma amostra de professores do Ensino Fundamental do 1º ao 9º ano, ao presidente e vice-presidente do Grêmio Estudantil e ao representante dos pais no Conselho Escolar da escola pesquisada. Nossa análise dos dados coletadas foi feita em diálogo com os estudos de Epstein (1989) e Epstein e Dauber (1991), que propõem seis formas de envolvimento parental, das quais nos apropriaremos de três consideradas mais pertinentes ao nosso foco de análise das ações desenvolvidas pela escola EBA; além das considerações de Lahire (1997) sobre a influência das condições socioeconômicas no desenvolvimento da aprendizagem e sua ligação com o conceito de envolvimento parental. A investigação nos permitiu perceber que não havia iniciativas concretas de incentivo ao envolvimento das famílias com a vida escolar dos alunos. Com base nesses pressupostos, elaboramos um Plano de Ação Educacional com vistas à institucionalização do envolvimento parental nessa unidade escolar, contribuindo, assim, com a melhoria do desempenho dos alunos de vários níveis socioeconômicos aos quais a escola atende. / This dissertation is the result of a survey on the actions to the concrete realization of parental involvement in the learning process and, consequently, improving the performance of elementary school students in a school in the interior of Acre. Our main goal was to detect what had already been done in this institution in relation to the development of parental involvement actions on the responsibility of families, assuming the initiatives being taken by the school through its faculty. The research was based on document analysis through the school Pedagogical Policy Project, and the use of data collected through the questionnaires for the management team, to elementary school teachers from 1st to 9th grade students and vice president student-body president and the representative of parents in the school board of the studied school. Such research, as well as allow us to analyze the case management also allowed us to introduce the school community searched an Educational Action Plan to serve as the parental involvement institutionalization parameter in this school unit, thus contributing to the improvement of the performance of students of various socioeconomic levels to which the school serves.

As sociedades mundiais passam por mudanças substanciais que repercutem nas áreas da educação, administração e políticas públicas. Apesar de avanços, o desempenho do sistema educacional brasileiro ainda é deficitário. Nesse sentido, merece destaque a iniciativa do governo em disponibilizar o banco de dados da educação para investigações científicas. O objetivo deste estudo é identificar pistas para políticas públicas educacionais a partir do posicionamento de pais/ responsáveis e estudantes de escolas com diferentes índices de Ideb, em Ribeirão Preto e Sorocaba, estado de São Paulo, tendo como pano de fundo a teoria do habitus, segundo a abordagem de Pierre Bourdieu. As dimensões de análise do estudo são: a Participação dos pais/ responsáveis na vida escolar dos estudantes; o Conhecimento dos pais/ responsáveis da realidade escolar; a Dedicação dos estudantes às atividades escolares; o Ambiente familiar; o Contato com estímulo ao estudo; a Admiração pela escola; o Encorajamento da escola à participação dos pais/ responsáveis na vida escolar; e a Crença na escola e na educação. Para tanto, realizou-se uma pesquisa aplicada, quantitativa, descritiva, através de procedimentos de levantamento, por meio de questionários, seguindo abordagem comparativa. Foram aplicados 208 questionários a estudantes e pais/ responsáveis, escolhidos por amostragem aleatória e provenientes de nove escolas, escolhidas conforme a média do Índice de Desenvolvimento da Educação Básica (Ideb) dos anos de 2005 e 2007. A pesquisa dividiu-se em levantamento bibliográfico; elaboração de instrumentos de coleta; e trabalho empírico. Foram testadas hipóteses de pesquisa por meio da técnica estatística nãoparamétrica de Mann-Whitney. Utilizou-se o software SPSS, versão 17. Os resultados apontam para conclusões similares a de outros trabalhos quantitativos quanto à relação entre características demográficas e desempenho. Quanto às análises que buscaram extrapolar os fatores demográficos, encontraram-se diferenças de posicionamentos dos pais/ responsáveis de estudantes de escolas com Ideb alto e baixo no que diz respeito à crença na educação e na escola; à admiração da atuação de gestores e da equipe escolar; e ao contato com situações de estímulo ao gosto pelo estudo. Dessa forma, sugere-se que a criação ou (re) significação dos sentimentos parentais para com a escola, para com a educação e para com a atuação da equipe gestora como pistas de caminhos a serem buscados pelas políticas de atuação conjunta entre escola e famílias, superando o entendimento de participação parental como acompanhamento das tarefas de casa e presença em reuniões de pais e mestres. / World societies face several changes with implications for the areas of public education, administration and policies. Despite advances, the performance of the Brazilian educational system is still unsatisfactory. Therefore, it is important to mention the governments initiative to make available educational data so that scientific investigations can be lead ahead. The aim of this paper is to identify hints for educational public policies from students, and their parents / guardians from schools with different levels of Basic Education Development Index (Ideb) in the municipalities of Ribeirão Preto and Sorocaba, São Paulo state, taking the habitus theory as a base theory, according to Pierre Bourdieus approach. Analyzed dimensions are: Parents / guardians school life students participation, Parents / guardians school reality knowledge, Students dedication to school activities, Family atmosphere; Studying stimulus contact, Parents school admiration School encouragement to parents / guardians involvement\', and \'Belief in school and education\'. It has been developed an applied, quantitative, descriptive and survey research, following a comparative approach. It have been applied 208 questionnaires to students and parents/ guardians chosen by random sampling coming from nine schools chosen according to the Ideb average from the years of 2005 and 2007. The research was divided into three parts: theoretical reference, data collection instrument development, and empirical work. Research hypotheses were tested using the Mann-Whitney nonparametric statistical technique. It has been used the SPSS software, version 17. Results point on similar conclusions to other papers related to demographic characteristics and educational performance. But those analyses beyond demographics found out differences between high and low school Ideb related to belief in education and school; admiration to school managers and staff; and contact to studying stimulus situations. It is suggested a school, educational, managerial and staff parental feeling creation or (re)signification as a trace to be fallowed by school-family policies so that it is possible to overcome the comprehension of parental participation as homework help and parent-teacher conference.