Dans le contexte actuel de l’éducation, l’enfant est davantage placé au cœur des relations entre la famille, l’école et la communauté, et les parents sont invités à accompagner leur enfant tout au long de son parcours scolaire. Quant aux enseignants, ils sont conviés à collaborer de façon systématique avec les familles. La collaboration entre les enseignants et les parents devient donc une condition essentielle à la réussite scolaire des élèves, notamment avec ceux qui éprouvent des difficultés d’apprentissage. Actuellement, dans nos écoles, la collaboration se situe principalement au niveau des communications obligatoires de base prescrites par le Régime pédagogique. En ce sens, Kalubi et Lesieux (2006) soulignent que le partenariat tant souhaité dans les documents officiels des ministères concernés ne transparaît pas toujours dans les pratiques quotidiennes. D’ailleurs, la littérature scientifique montre qu’il existe de nombreux obstacles liés à la collaboration école-famille-communauté, tout particulièrement lorsqu’il s’agit d’entretenir des relations harmonieuses avec les parents d’élèves à risque. À cet égard, une plus grande participation parentale est sollicitée en vue d’intensifier la collaboration entre l’école et la famille. Effectivement, les enseignants désirent que les parents s’impliquent davantage auprès de leur enfant dans les travaux et les devoirs à la maison et, du côté des parents, ils se demandent souvent comment agir pour aider encore mieux leurs enfants dans leur apprentissage (Gouvernement du Québec, 2000). Le plan d’intervention est un outil reconnu par les milieux scolaires pour aider l’élève à risque dans son cheminement scolaire puisqu’il sollicite la participation des parents et encourage la collaboration école-famille-communauté. De fait, il s’inscrit dans une démarche dynamique et prend appui sur une vision systémique de la situation de l’élève, ce qui permet de mieux identifier les besoins de l’élève à risque et d’y répondre adéquatement (Gouvernement du Québec, 2004). En prolongement à ce que l’on connaît déjà sur la participation parentale et la collaboration école-famille-communauté, nous orientons cette recherche sur les perceptions et les attentes d’enseignants au primaire en classe ordinaire et de parents d’élèves à risque à l’égard de la participation parentale et de la collaboration école-famille dans le cadre de l’élaboration et du suivi du plan d’intervention. Cette étude emprunte une approche de recherche qualitative de type exploratoire et elle est menée auprès de huit enseignants au primaire et de sept parents d’élèves à risque. Les participants ont délibérément été choisis pour leur représentativité par rapport à l’objet d’étude (Mongeau, 2009). Une procédure d’échantillonnage par volontariat a été appliquée et les données ont été recueillies par le biais d’entrevues semi-dirigées. L’analyse des entrevues révèle que les parents participent au plan d’intervention parce qu’ils veulent soutenir et aider leur enfant dans leur cheminement scolaire. Il existe cependant de multiples façons pour les parents de participer à la réussite scolaire de leur enfant, celles-ci variant particulièrement selon leurs intérêts, leurs compétences et leurs disponibilités. En ce qui concerne les enseignants, les entrevues nous dévoilent qu’ils ont globalement des perceptions positives à l’égard des parents, ce qui favorise grandement l’établissement de relations harmonieuses. Par contre, ils s’attendent à une plus grande participation parentale dans le suivi scolaire de l’enfant à la maison. Tant d’un côté que de l’autre, les résultats indiquent qu’il faut favoriser davantage la participation des parents à l’élaboration et au suivi du plan d’intervention de l’élève à risque. Idéalement, les enseignants et les parents devraient s’enrichir mutuellement de leurs ressources et de leurs expertises complémentaires en créant des relations collaboratives plutôt que hiérarchiques. Ce niveau de collaboration est sans aucun doute celui qui favoriserait avantageusement la réussite scolaire des élèves à risque. / In today’s education context, the student is placed in the center of the relations between the family, the school and the community. Parents are invited to help their children all along their schooling and teachers are asked to systematically collaborate with families. The collaboration between teachers and parents is therefore an essential condition of the student achievement and it is even more important for students with learning disabilities. Currently in our schools, the collaboration is being mainly maintained at the obligatory basic communications level which is prescribed by the Pedagogic System. Kalubi and Lesieux (2006) indicate that the so desired partnership in official documentation from concerned ministries does not transpire in day to day school practices. Furthermore, scientific literature as shown that there are obstacles to family-school-community partnership especially in regards to keeping harmonious relations with parents of special needs students. Furthermore, even greater parent participation is sought in order to intensify the collaboration between the school and the family. Teachers wish for parents to get more involved with their children in order to accompany them in their school projects and homework. Parents are often asking themselves how to act in order to help even more their children in their homework and learning activities (Government of Quebec, 2000). The individualized education plan is a tool recognized by schooling communities to help the special needs student in their learning activities as it involves parent participation and promotes the family-school-community partnership. The individualized education plan is at the core of a dynamic plan of action which is based on a systemic vision of the student situation in order to better identify the specific needs of the special needs student and to respond to these adequately (Government of Quebec, 2004). In the continuation of what we already know about parent participation and family-school-community partnership, this research is about both perceptions and expectations of teachers and parents of special needs students in elementary school in regards to parent participation and family-school-community partnership in the preparation and follow-up of the individualized education plan. This study is using a qualitative approach of the exploration type with eight teachers in elementary school and seven parents of special needs students. These participants were deliberately chosen for their representativeness in regards to the study (Mongeau, 2009). A process of voluntary sampling was put in place and the data was collected via semi-directed interviews. Data analysis extracted from these voluntary interviews reveals that parent participate in the individualized education plan because they want to help and support and their child in their learning activities. It appears that there are many different ways and levels of engagement for parents to participate in their child’s student achievement. These different ways and level of engagement varies depending on parent’s interests, skills and availability. In regards to teachers, the data extracted from their interviews shows that they have a global positive perception in regards to parents which greatly helps to establish harmonious relationships between them. On the other hand, teachers are expecting greater involvement of parents in their child learning activities at home. On both teacher and parent side, results indicate that parent participation must be facilitated in the preparation, execution and follow-up of the individualized education plan. Ideally teachers and parents should mutually benefit from each other resources and knowledge based on a collaborative relationship instead of a hierarchical one. Such collaborative relationship between teachers and parents would be, without a doubt, the best approach to help special needs students in their school success.

Collaboration between the parents, the schools and the community has a powerful influence on a child’s development, academically as well as behaviourally. Such partnerships benefit the students, the educators and the families alike. However, home, school and community partnerships are weak in Kenya’s Child Friendly Schools (CFSs) at primary school level, particularly in Kakamega County. This study, therefore, was designed to assess the effectiveness of family-school-community partnerships in these schools. A literature study of local and international sources regarding family-school-community partnerships and the CFS initiative in Kenya was done to frame the sequential mixed method inquiry used in this study and also to inform the design of the data-collecting tools. The study was done in two phases. Phase 1 constituted the quantitative component (a survey) and Phase 2 the qualitative component (interviews). In Phase 1 a sample of 361 primary school teachers in 34 schools were selected from a population of 8 964 teachers in 848 primary schools, distributed across the 12 districts in the county, by means of stratified random sampling. In Phase 2 thirteen parents, twelve Parent Teacher Association (PTA) chairpersons and ten District Quality Assurance and Standards Officers (DQASOs), as being information-rich informants, were purposively sampled for the interviews. The parent participants and the PTA chairpersons were nominated by the head teachers of the 34 schools indicated in the stratified random sample. A self-designed paper and pencil questionnaire was used to gauge the teachers’ views of home-school-community partnerships in the CFSs. The data were analysed and presented by means of descriptive statistics such as frequencies, percentages and mean. Similarly, the researcher made use of semi-structured individual interviews, guided by interview schedules, in interviewing selected parents, PTA chairpersons and DQASOs. The presentation of the relevant data was done in a narrative format substantiated by verbatim quotations. The findings indicated inadequacies in parenting skills, home-school communication, volunteering, home-learning, decision-making and collaboration with the community as the key areas of focus in this study. It was ascertained that the family-school-community partnerships in the county were largely ineffective. The findings could be used to improve practice involving these partnerships and implementing the CFS initiative with a view to attaining meaningful learning among the children. / Educational Foundations / D. Ed. (Comparative Education)

Made available in DSpace on 2016-06-02T19:44:07Z (GMT). No. of bitstreams: 1 3206.pdf: 4866995 bytes, checksum: ed007ae3e8fdfce0d7dd9ac6cb05a012 (MD5) Previous issue date: 2010-03-30 / Universidade Federal de Minas Gerais / Literature highlights family and school as important agents to the infant development, having special influence on child‟s learning. In this perspective, partnership between scholar and familiar systems has been seen as one of the alternatives to prevent and/or to attenuate difficulties in learning and behavioral problems presented by children at the school. Based on these assumptions and on the theoretical framework of the Bioecological Perspective on Human Development, the present study shows the need to train teachers to work with children with learning difficulties. The goal of this study was to elaborate, implement and assess an intervention program for high school teachers working with students with learning difficulties. This program enables the teachers to work with families and to increase the parental involvement in the academic activities, creating better conditions for the children to learn. In order to control the variables investigated, it was used a quasiexperimental design composed by two groups (Experimental Group GE and Control Group GC). We provided measurement of pre-test, post-test and follow-up. Overall, the study involved 180 participants. The 60 teachers, 60 parents and 60 children were divided in GE and GC groups. The program entitled Intervention Program for Teachers as Agents of Promoting Parental Involvement (PROAPEP) was consisted of 1 lecture per week during 10 weeks. The goal of PROAPEP was to provide information to teachers about the strategies to involve parental in the learning process of their children, mainly through their homework. Teachers developed practical and theoretical activities focused on the involvement of the families with their students. The instruments used to collect data from teachers, children and families were: Questionnaire (pre-test, post-test and follow-up situations, Criterion of Brazil Economic Classification, Protocol of Session Evaluation of the Intervention Program, Protocol of Final Evaluation of the Intervention Program, Parental Involvement Scale Teacher´s Perception, Parental Involvement Scale Teacher´s Practice, Home Environment Resources Scale, Rutter A2 Parent Scale, Parental Involvement Scale Practices of Families and Test of School Performance. The results were analyzed through qualitative criteria, descriptive statistics and ANOVA and MANOVA tests. The scope was to verify differences between the participants of GE and GC. We also used the pair-t test to investigate differences in the teachers‟ repertoire of the GE group between the post-test and follow-up phases. The results indicated: a) the teachers of GE group gave more importance to the parental involvement and implemented more activities than the teachers of GC group; b) the families of GE group practiced more activities related to the learning process of the children than those in GC group; c) the children of GE group had better academic performance and fewer behavioral problems compared to children of GC group; d) there was a major difference between pre-test grades and post-test grades for both groups, which indicated the improvement of the GE teachers‟ repertoire at the end of PROAPEP; and e) there was a significant differences between two of the three questions that were answered by GE teachers in the post-test and follow-up, which pointed to an increase in the repertoire of teachers even after six months elapsed from the end of PROAPEP. This way, it is possible to conclude that PROAPEP program was effective to train teachers as agents of the parental involvement in the learning process of children with difficulties. For future research, we suggest the development of studies with the randomization of participants, the monitoring the effects of long-term program and the selection of stratified samples for possible comparisons. / A literatura destaca a família e a escola como importantes contextos de desenvolvimento infantil, que exercem especial influência sobre a aprendizagem da criança. Nessa perspectiva a parceria entre os sistemas escolar e familiar tem sido vista como uma das alternativas para a prevenção e/ou atenuação das dificuldades de aprendizagem e problemas comportamentais apresentados pelas crianças no âmbito escolar. Embasado nesses pressupostos e ancorado no arcabouço teórico oriundo da Perspectiva Bioecológica do Desenvolvimento Humano, o presente estudo visou investir na formação de professores que atuam com crianças que apresentam dificuldades de aprendizagem. O objetivo do estudo foi elaborar, implementar e avaliar um programa de intervenção dirigido aos professores do ensino regular que lecionassem para alunos com dificuldade de aprendizagem. A meta foi instrumentalizá-los a trabalhar junto às famílias de seus alunos para aumentar as possibilidades de envolvimento parental nas atividades acadêmicas e conseqüentemente favorecer a aprendizagem das crianças. Para um maior controle das variáveis investigadas optou-se pelo emprego de um delineamento quase-experimental composto por dois grupos (Grupo Experimental - GE e Grupo Controle - GC), prevendo medidas de pré, pós-teste e follow-up. Participaram do estudo 180 participantes, sendo 60 professores, 60 familiares e 60 crianças distribuídos entre GE e GC. O programa intitulado Programa de Intervenção para Professores como Agentes de Promoção do Envolvimento Parental - PROAPEP foi ofertado em situação presencial por meio de 10 sessões semanais. O PROAPEP teve como meta fornecer suporte informativo aos professores sobre as estratégias para favorecer o envolvimento parental na aprendizagem de seus filhos por meio principalmente de atividades desenvolvidas em seus lares. Os professores desenvolveram atividades teóricas e práticas voltadas ao envolvimento das famílias de seus alunos. Para a coleta de dados com os professores, crianças e famílias foram utilizados os seguintes instrumentos: Questionário (situação de pré, pós-teste e follow-up, Critério de Classificação Econômica Brasil, Protocolo de avaliação das sessões do programa de intervenção, Protocolo de avaliação final do programa de intervenção, Escala de Envolvimento Parental Percepção do Professor, Escala do Envolvimento Parental Prática do Professor, Inventário de Recursos do Ambiente Familiar, Escala Comportamental A2 de Rutter, Escala de Envolvimento Parental Prática das Famílias e Teste de Desempenho Escolar. A análise dos resultados envolveu o uso da análise qualitativa, estatística descritiva e dos testes estatísticos ANOVA e MANOVA para verificar diferenças entre os escores dos participantes do GE e do GC e do TESTE T PAREADO para verificar diferenças no repertório dos professores de GE entre os momentos de pós-teste e follow-up. Os resultados indicam: a) os professores do GE atribuíram maior importância e implementaram atividades de envolvimento parental com freqüência maior do que os professores do GC; b) as famílias do GE praticaram atividades relacionadas a escolarização das crianças em maior proporção do que as famílias do GC; c) que as crianças do GE apresentam melhor desempenho acadêmico e menos problemas comportamentais quando comparadas as crianças do GC; d) a existência de diferença significativa entre as médias do pré e do pós-teste implementados junto aos professores do GE e do GC, o que indica o aumento do repertório dos professores do GE após a participação no PROAPEP; e e) a existência de diferença significativa entre duas das três questões que foram respondidas pelos professores do GE no pós-teste e no follow-up, o que apontou para um aumento no repertório dos professores mesmo após transcorrido seis meses do término do PROAPEP. Desta forma é possível concluir que o PROAPEP se mostrou eficaz na capacitação dos professores como agentes de promoção do envolvimento parental na escolarização das crianças com dificuldades de aprendizagem. Para futuras pesquisas sugere-se o desenvolvimento de estudos com distribuição randômica de participantes, a monitoração dos efeitos do programa a longo prazo e a seleção de amostras estratificadas para possíveis comparações dos resultados.

Made available in DSpace on 2016-06-02T19:45:56Z (GMT). No. of bitstreams: 1 1272.pdf: 1037239 bytes, checksum: 22560af3e4c1baf3f460510bd8aca797 (MD5) Previous issue date: 2006-12-11 / Universidade Federal de Sao Carlos / Professionals responsible for education of children with disabilities not always find the way to make their family a partner. This study aims to identify and describe the behaviors of professionals that work in the school and family members that are propitious and maintainers of the effective and successful collaborative partnership. The study was carried out with four focal groups, composed exclusively either by family members or professionals, once there were two groups of family members (FAM1 and FAM2) and two groups of professionals (PROF1 and PROF2) of different schools. 13 family members and 18 professionals participate in the groups. In order to identify the principal components of this partnership two stages were carried out. In each stage two meetings were performed with each focal group, summing up 16 meetings. In Stage 1 the meetings aimed to identify the components of the collaborative partnership, in the first meeting, and to check the collected information in the range group in the second appointment. In Stage 2 each one of the focal groups was collated with the data obtained in the first stage, once family members were paralleled with the professional data and vice versa. The reactions to the data were registered, and afterwards checked in the second appointment. Through qualitative analysis the expected and desired behaviors of professionals and family members were identified and described to increase the probability of success and effectiveness of a collaborative partnership. The categories raised by the family members groups in relation to themselves were: to communicate with the professionals; to be responsible for the child s education; to keep adequate expectations; to accept the children s disability; to respect professionals. On the other hand, the family members expectations about professionals performance were: to communicate with family members; to communicate with other professionals; to be friendly; to separate personal problems from the professional activity; to promote student s development; to be attentive to family problems and to attempt to resolve them; to help family members keep suitable expectations; to incorporate to work suggestions provided by family members; to worry about the student out of school; to offer groups to parents; to respect students and family members; to offer orientation to family members. In their turn, the groups of professionals pointed the following categories in relation to the behaviors they expected of the families: to communicate with the professionals; to recognize the work of the professionals; to trust the developed work; to be responsible for the child s education; to believe in the child s development; to keep adequate expectations; to question the professionals properly; to certify the child s attendance to school; to visit the school; to take part in the activities. Concerning the performance themselves, the following categories were found: to communicate with family members; to show seriousness; to be sincere; to be impartial; to respect students and family members; to be aware of family members and students features; to motivate the participation of family members; to gather with family members; to show the family members the activities performed; to help family members keep suitable expectations. It is expected that, with the survey and the description of the categories, the professionals responsible for the education of children with disabilities and their family members can find their bearings in the search for the establishment of an effective and successful collaborative partnership. / Os profissionais responsáveis pela educação de crianças com deficiência nem sempre encontram o caminho para fazer da família uma parceira. O presente estudo tem como objetivo identificar e descrever os comportamentos emitidos por profissionais que trabalham na escola e familiares de crianças com deficiência que, na perspectiva dos dois lados, são propiciadores e mantenedores de uma parceria colaborativa efetiva e bem sucedida. O estudo foi conduzido com quatro grupos focais, compostos exclusivamente ou por familiares ou por profissionais, sendo que houve dois grupos de familiares (FAM1 e FAM2) e dois grupos de profissionais (PROF1 e PROF2) de diferentes escolas. Participaram dos grupos 13 familiares e 18 profissionais. A fim de identificar os componentes principais dessa parceria foram conduzidas duas etapas. Em cada etapa foram realizadas duas reuniões com cada grupo focal, totalizando 16 reuniões. Na Etapa 1 as reuniões tiveram por objetivo identificar os componentes de uma parceria colaborativa, na primeira reunião, e checar as informações coletadas no âmbito do grupo num segundo encontro. Na Etapa 2 cada um dos grupos focais foi confrontado com os dados obtidos na primeira etapa, sendo que familiares foram confrontados com os dados dos profissionais e vice-versa. As reações aos dados foram então registradas e posteriormente checadas, numa segunda reunião. Por meio da análise qualitativa foram identificados e descritos os comportamentos esperados e desejados por profissionais e familiares para aumentar a probabilidade de sucesso e efetividade de uma parceria colaborativa. As categorias levantadas pelos grupos das famílias em relação a si próprios foram: comunicar-se com profissionais; ser responsável pela educação do filho; manter expectativas adequadas; aceitar a deficiência do filho; respeitar os profissionais. Por sua vez, as expectativas das famílias sobre a atuação dos profissionais foram: comunicar-se com familiares; comunicarse com outros profissionais; ser amistoso; separar os problemas pessoais da atividade profissional; promover o desenvolvimento do aluno; estar atento aos problemas dos familiares e tentar resolvê-los; ajudar os familiares a manter expectativas adequadas; incorporar ao trabalho sugestões fornecidas pelos familiares; preocupar-se com o aluno fora da escola; oferecer grupos aos pais; respeitar os alunos e os familiares; oferecer orientações aos familiares. Por sua vez, os grupos dos profissionais levantaram as seguintes categorias em relação aos comportamentos que eles esperavam das famílias: comunicar-se com profissionais; reconhecer o trabalho dos profissionais; confiar no trabalho desenvolvido; ser responsável pela educação do filho; acreditar no desenvolvimento do filho; manter expectativas adequadas; questionar os profissionais de modo adequado; garantir a freqüência do aluno à escola; visitar a escola; participar das atividades. Quanto à própria atuação foram encontradas as seguintes categorias: comunicar-se com familiares; demonstrar seriedade; ser sincero; ser imparcial; respeitar os alunos e os familiares; conhecer as características dos familiares e dos alunos; incentivar a participação dos familiares; reunir-se com familiares; mostrar aos familiares as atividades realizadas; ajudar os familiares a manter expectativas adequadas. Espera-se que o levantamento e a descrição das categorias possam nortear os profissionais que trabalham na escola e familiares de crianças com deficiência na busca do estabelecimento de uma parceria colaborativa efetiva e de sucesso. Palavras-chaves: educação especial; família; equipe multidisciplinar; relação famíliaescola; parceria colaborativa; crianças com deficiência.

Made available in DSpace on 2016-06-02T19:46:32Z (GMT). No. of bitstreams: 1 6682.pdf: 2066305 bytes, checksum: 53fc128292a84adc383af6eaee695657 (MD5) Previous issue date: 2015-03-09 / Universidade Federal de Sao Carlos / Various studies show benefits of family-school relation on development and performance of students that are target audience of special education (TAEE) especially on early childhood education. However, they also show lack of information and training of school professionals to establish such relation with families. Considering such needs, an intervention program was implemented aiming to offer means to favor family-school relation of preschool TAEE students. This study aimed to: (a) identify possible opinion switch of school professionals regarding families , families of TAEE students and family-school relation after attending an intervention program; (b) analyze family-school relation during school professionals attendance in the program and (c) assess structure and social validity of the program. Data collection occurred during the program offered to seven preschool professionals of municipal schools who taught TAEE students. The intervention was held in the university dependencies and comprised nine 2-hour meetings totaling 18 hours. To achieve proposed goals, participants filled in: (a) an identification questionnaire; (b) pre and posttest focal group guides and (c) an intervention program evaluation. Participants also registered contacts made with TAEE students relatives in a biweekly field journal. Content analyses were made with data obtained in focal groups and field journals. Quantitative and qualitative analyses were made with data obtained via program evaluation. Results indicate that participants presented conceptual change regarding proposed topics after attending the program. Participants opinions and perceptions were improved and regarded more positive aspects with reduced frequency of references to demands, stigma, guilt and negative comments towards families. They also cited more aspects related to family involvement and its benefits to students development. Regarding practical relation between participants and TAEE students relatives, no significant changes in quantity, frequency and duration were observed in a general analysis, although positive changes were observed in some cases such as the insertion of topics that are more positive, pleasant, and that evidence progress in students behavior/development/performance, changes in participants evaluation regarding meetings productivity and relatives posture during the intervention, and the withdrawal of barriers and harmful factors to the relation. Regarding program evaluation, positive aspects were (a) manner and strategy used to contact relatives and (b) contributions to the establishment of family-school relation. In addition, participants unanimously reported (a) satisfaction with day, quantity and frequency of meetings, (b) that the program aided their teaching practice, and (c) that they would refer the program to a colleague. Lastly, six participants reported change in their relation with TAEE sutdents relatives. In conclusion, the program reached favorable results to family-school relation in this context and may have its results used to support further research and intervention. / Diversas pesquisas indicam os benefícios da relação família e escola no desenvolvimento e desempenho do alunado público alvo da educação especial (PAEE), principalmente na educação infantil. Contudo, também apontam a carência de informação e formação por parte dos profissionais escolares para o estabelecimento desta parceria com as famílias. Considerando tais necessidades, foi realizado um programa de intervenção visando oferecer alternativas que favorecessem a relação entre família e escola de alunos PAEE pré-escolares. A pesquisa teve como objetivos: (a) identificar as possíveis mudanças nas opiniões de profissionais escolares sobre as temáticas famílias , famílias de crianças público alvo da educação especial e relação família e escola , após a participação em um programa de intervenção; (b) analisar a relação família e escola, ao longo da participação de profissionais escolares em um programa de intervenção e (c) avaliar a validade social e a estrutura do programa de intervenção. A coleta de dados ocorreu durante um programa de intervenção oferecido para sete profissionais escolares pré-escolares municipais que lecionavam para criança(s) PAEE. O programa de intervenção ocorreu nas dependências da universidade e foi composto por nove encontros de duas horas de duração cada, totalizando 18 horas. Para alcançar os objetivos propostos, as participantes responderam: (a) um questionário de dados de identificação; (b) um roteiro de grupo focal pré e pós-teste e (c) um questionário de avaliação do programa de intervenção. As profissionais escolares também descreveram em um diário de campo, os contatos que estabeleceram com os familiares de uma criança PAEE. Foi realizada análise de conteúdo com os dados obtidos nos grupos focais e nos diários de campo e análises quantitativas e qualitativas com os dados obtidos por meio do questionário de avaliação do programa de intervenção. Como resultados, verificou modificações a nível conceitual pelas profissionais escolares sobre as temáticas abordadas, após a participação no programa de intervenção, identificando-se que as opiniões e concepções das mesmas mostraram-se mais aperfeiçoadas e relacionadas a aspectos positivos, com menor frequência de referências à cobrança, estigmatização, culpabilização e atribuições negativas às famílias, além de citarem mais questões relacionadas ao envolvimento com a família e os benefícios ao desenvolvimento do aluno. Quanto à relação prática entre as participantes e os familiares do aluno PAEE, de forma geral, não foram constatadas mudanças significativas na quantidade, frequência e duração dos encontros. Porém, foi possível perceber modificações positivas em alguns casos, como maior frequência de assuntos positivos, agradáveis e que evidenciavam o progresso do aluno em âmbitos desenvolvimentais, comportamentais e/ou de desempenho, além das modificações nas avaliações quanto à produtividade dos encontros estabelecidos e quanto às posturas dos familiares durante o mesmo. Ainda, verifica-se que as barreiras e fatores prejudiciais à relação tenderam a diminuírem. Quanto à avaliação do programa, os aspectos citados como positivos referem-se à possibilidade às e estratégias de contato e a contribuição para o estabelecimento da relação com a família. Além disso, a totalidade das participantes alegou: (a) satisfação quanto ao dia, quantidade e frequência dos encontros, (b) que o programa auxiliou em sua prática docente e (c) que o indicaria para um colega. Por fim, seis das sete participantes afirmaram perceber mudança em seu relacionamento com os familiares do aluno PAEE. Os achados permitiram maior investigação sobre o tema e apresentou resultados favoráveis ao relacionamento entre família e escola na realidade investigada, oferecendo assim, subsídios estruturais e metodológicos a serem utilizados na criação de programas de intervenção e/ou cursos de formação inicial e continuada.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-01-26T17:54:32Z No. of bitstreams: 1 Vanda Aparecida De Araújo.pdf: 1364403 bytes, checksum: 21be9039d6cd37078093ddc06385d24b (MD5) / Made available in DSpace on 2017-01-26T17:54:32Z (GMT). No. of bitstreams: 1 Vanda Aparecida De Araújo.pdf: 1364403 bytes, checksum: 21be9039d6cd37078093ddc06385d24b (MD5) Previous issue date: 2016-11-11 / El objetivo de nuestro estudio fue investigar cuales obstáculos que se pone para la construcción de una escuela ciudadana, principalmente en lo que respecta a la relación entre la escuela y la familia en una escuela del estado, inserida en un barrio del suburbio de la ciudad de São Paulo y de profunda vulnerabilidad social, características que se profundizan por los graves problemas sociales y económicos y por la indiferencia del poder público. Esa escuela recibe alumnos de familias numerosas que son dirigidas, en gran parte, por mujeres de diversas localidades del estado de São Paulo y de otros estados brasileños. En cuanto al marco teórico, el enfoque que utilizamos se caracteriza en el modelo teórico de racionalidad – histórico – dialéctico. Nuestro estudio buscó señalar los factores que impiden un trabajo articulado entre la escuela y la familia y que pueda contribuir para la construcción de una nueva concepción de educación en ciudadanía que estimule a todos los actores y agentes envueltos en el proceso de enseñanza-aprendizaje en la dirección de una educación transformadora. En este contexto, desde un punto de vista metodológico, utilizamos el abordaje de carácter cualitativo - cuantitativo entendiendo que para nuestro objeto de estudio, este enfoque nos permitiría una mayor profundidad en términos de comprensión. La investigación empírica fue constituida por entrevistas como instrumento de recopilación de datos con los sujetos de la comunidad escolar: gestor, profesores (as), funcionarios (as) y familias. Para los análisis de dados utilizamos la técnica de análisis del discurso. / This research aims to investigate some challenges to develop a “Citizen School”, taking into account the relationship between families and a public school of a poor neighborhood in São Paulo, with adverse social situations and disregard of the governmental system. That school attends students from numerous women run families in the state of São Paulo and other states as well. As theoretical background, the approach is basically historical-dialectical. Trying to create a new perspective toward education and citizenship, in addition to stimulate all the agents involved in the teaching-learning process to a transformative education, the survey indicates the main challenges faced by the school in relation to the students’ families, reassuring that new perspective toward education and citizenship. Both quali-quantitative approaches were used to further exploring the issue. The empirical research has been based on interviews, by gathering information from different members of the school community. We use discourse analysis techniques to examine the results. / O objetivo de nossa pesquisa foi investigar os obstáculos que se põem à construção de uma escola cidadã, sobretudo no que diz respeito à relação entre a escola e a família de uma escola estadual inserida num bairro periférico da cidade de São Paulo e de profunda vulnerabilidade social, características acentuadas pelos graves problemas sociais e econômicos e pelo descaso do poder público. Essa escola recebe alunos de famílias numerosas que são chefiadas, em grande parte, por mulheres oriundas de diversas localidades do estado de São Paulo e de outros estados brasileiros. Quanto ao referencial teórico, a abordagem se caracteriza pelo modelo teórico ou racionalidade – histórico-dialético. Nossa pesquisa buscou sinalizar os fatores que impedem um trabalho articulado entre a escola e a família e que possam contribuir para a construção de uma nova concepção de educação em cidadania que estimule todos os atores e agentes envolvidos no processo de ensino-aprendizagem na direção de uma educação transformadora. Nesse contexto, do ponto de vista metodológico, utilizamos a abordagem de caráter quali-quantitativo, entendendo que para nosso objeto de pesquisa, essa abordagem nos permitiria maior profundidade em termos de compreensão. A pesquisa empírica de constituída por entrevistas como instrumento de coleta de dados com os sujeitos de comunidade escolar: gestor, professores (as), funcionários (as) e famílias. Para a análise dos dados utilizamos a técnica de Análise de discurso.

Quality of life and health from the perspective of secondary school pupils Bc. Michal Parkán Abstract This work is focused on the system of values of adolescents. The theoretical part describes the basic concepts and terminology related to the topic of this work: education and educational process, most influential factors in the upbringing of children and adolescents regarding their health: family and school. Expressions like quality of life and health and healthy lifestyle are also described as well as the system of values of adolescents. The practical part is realized through the research of students' relationship to health, which reveals their habits in terms of healthy lifestyle and value system in a sample of secondary school students. The questionnaire includes 13 questions focused on the research problems related to the topic of this work. The conclusion summarizes the most important findings of the research. Key words determinants of health, value system, quality of health, educational process, health, healthy lifestyle

Orientador: Silvia Regina Ricco Lucato Sigolo / Banca: Jose Geraldo Silveira Bueno / Banca: Maria Auxiliadora da S. C. Dessen / Banca: Maria Regina Guarnieri / Banca: Leandro Osni Zaniolo / Resumo: Partindo da gênese da relação família-escola na Idade Moderna e tendo como base o referencial da História da educação, configurou-se uma problemática que interroga o conjunto de teses e dissertações produzidas no âmbito dos programas de pós-graduação brasileiros. O principal questionamento refere-se ao modo como os trabalhos realizados nas universidades, loci fundamental da pesquisa em nosso país, construíram o conhecimento acerca da relação família-escola, através de seus pressupostos teóricos e de seus métodos, procurando perceber como caracterizaram a relação através de seus resultados e propostas, e como captaram as perenes tensões próprias desse tipo de relação. Para responder as questões da pesquisa foi delineado e executado, em 2008, um estudo bibliográfico sobre as teses e dissertações produzidas nos programas de pós-graduação brasileiros, composto de um levantamento bibliográfico, uma análise bibliométrica, e uma avaliação de textos completos. Os principais objetivos foram: Identificar as teses e dissertações produzidas em Programas de Pós-Graduação Brasileiros nas áreas de Educação, Psicologia e Sociologia buscando sintetizar as principais características dessa produção; Identificar os diferentes tipos de estudo empreendidos, segundo seus pressupostos e métodos; Identificar os pressupostos da produção científica eleita visando assinalar a presença das teorias sociológicas ou das teorias psicológicas; Identificar nos estudos os dados empíricos que avaliam a relação verificando que tipos de práticas relacionais emergem dos mesmos; Identificar os resultados/achados e as propostas decorrentes dos estudos da relação família-escola. Os principais resultados subdividem-se no que tange ao método adotado e na temática que era objeto dos estudos analisados. Destacando-se: o método de pesquisa bibliográfica revelou-se produtivo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Paulista „Júlio de Mesquita Filho‟ - São Paulo. From the genesis of the Family-School Relationship in Modern Age, and based on the History of Education benchmark, an issue was raised to inquire the set of the theses and dissertations produced in Brazilian Graduation Programs. The main question is related to how the papers produced in universities, the main loci of research in our country, built on the knowledge of the Family-School Relationship, through their theoretical assumptions and their methods, trying to understand how the relationship was characterized by their results and proposals, and trying to capture the perennial tensions inherent in this type of relationship. To answer the research questions, a bibliographic study was designed and carried out on theses and dissertations produced in Graduation Programs in Brazil, consisting of a bibliography collection, a bibliometric analysis, and full texts evaluation. The main goals were: to identify the theses and dissertations produced in the Graduate Programs in Brazil in the areas of Education, Psychology and Sociology seeking to summarize the main characteristics of this production; to identify the different types of studies undertaken, according to their assumptions and methods; to identify the assumptions of the chosen scientific production trying to signalize the presence of the sociological or psychological theories; to identify the empirical evidence in the studies that allow them to evaluate the relationship, noting which relational forms of practice emerge from them; to identify the results/findings and proposals arising from the studies of the Family-School Relationship. The main results were subdivided with regard to the method used and according to the thematic that was object of the analyzed studies. Standing out: the bibliographic research method has proved to be productive in achieving the goals... (Complete abstract click electronic access below) / Resumen: Partiendo de la génesis de la relación familia-escuela en la Edad Moderna y teniendo como base el referencial de la Historia de la educación, se configuró una problemática que interroga el conjunto de tesis y disertaciones producidas en el ámbito de los programas de pos-grado brasileños. El principal cuestionamiento se refiere al modo como los trabajos realizados en las universidades, loci fundamental de la investigación en nuestro país, construyeron el conocimiento acerca de la relación familia-escuela através de los presupuestos teóricos y de sus métodos, buscando reconocer cómo caracterizan la relación a través de sus resultados y propuestas y cómo captaran las perennes tensiones propias de ese tipo de relación. Para contestar las cuestiones de la pesquisa fue delineado y desarrollado, en 2008, un estudio bibliográfico sobre las tesis y disertaciones producidas en los programas de pos-grado brasileños, compuesto por un levantamiento bibliográfico, una análisis bibliométrica, y una evaluación de textos completos. Los objetivos principales fueron: Identificar las tesis y disertaciones producidas en Programas de Pos-grado Brasileños en el área de Educación, Psicología y Sociología, buscando sintetizar las principales características de esa producción; Identificar los diferentes tipos de estudio emprendidos, según sus presupuestos y métodos, Identificar los presupuestos de la producción científica visando señalar la presencia de teorías sociológicas o de las teorías psicológicas. Identificar en los estudios los dados empíricos que evalúan la relación verificando qué tipos de prácticas relacionales emergen de los mismos. Identificar los resultados/hallazgos y las propuestas decurrentes de los estudios de la relación familia-escuela. Los principales resultados se subdividen en el que rige el método adoptado y la temática que era objeto... (Resumen completo clicar acceso eletrônico abajo) / Doutor

Made available in DSpace on 2014-06-11T19:31:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-27Bitstream added on 2014-06-13T19:01:45Z : No. of bitstreams: 1 dias_att_dr_arafcl.pdf: 1236121 bytes, checksum: 0e0bc1d4fefef17d27810850e3b47bf1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Partindo da gênese da relação família-escola na Idade Moderna e tendo como base o referencial da História da educação, configurou-se uma problemática que interroga o conjunto de teses e dissertações produzidas no âmbito dos programas de pós-graduação brasileiros. O principal questionamento refere-se ao modo como os trabalhos realizados nas universidades, loci fundamental da pesquisa em nosso país, construíram o conhecimento acerca da relação família-escola, através de seus pressupostos teóricos e de seus métodos, procurando perceber como caracterizaram a relação através de seus resultados e propostas, e como captaram as perenes tensões próprias desse tipo de relação. Para responder as questões da pesquisa foi delineado e executado, em 2008, um estudo bibliográfico sobre as teses e dissertações produzidas nos programas de pós-graduação brasileiros, composto de um levantamento bibliográfico, uma análise bibliométrica, e uma avaliação de textos completos. Os principais objetivos foram: Identificar as teses e dissertações produzidas em Programas de Pós-Graduação Brasileiros nas áreas de Educação, Psicologia e Sociologia buscando sintetizar as principais características dessa produção; Identificar os diferentes tipos de estudo empreendidos, segundo seus pressupostos e métodos; Identificar os pressupostos da produção científica eleita visando assinalar a presença das teorias sociológicas ou das teorias psicológicas; Identificar nos estudos os dados empíricos que avaliam a relação verificando que tipos de práticas relacionais emergem dos mesmos; Identificar os resultados/achados e as propostas decorrentes dos estudos da relação família-escola. Os principais resultados subdividem-se no que tange ao método adotado e na temática que era objeto dos estudos analisados. Destacando-se: o método de pesquisa bibliográfica revelou-se produtivo... / Paulista „Júlio de Mesquita Filho‟ – São Paulo. From the genesis of the Family-School Relationship in Modern Age, and based on the History of Education benchmark, an issue was raised to inquire the set of the theses and dissertations produced in Brazilian Graduation Programs. The main question is related to how the papers produced in universities, the main loci of research in our country, built on the knowledge of the Family-School Relationship, through their theoretical assumptions and their methods, trying to understand how the relationship was characterized by their results and proposals, and trying to capture the perennial tensions inherent in this type of relationship. To answer the research questions, a bibliographic study was designed and carried out on theses and dissertations produced in Graduation Programs in Brazil, consisting of a bibliography collection, a bibliometric analysis, and full texts evaluation. The main goals were: to identify the theses and dissertations produced in the Graduate Programs in Brazil in the areas of Education, Psychology and Sociology seeking to summarize the main characteristics of this production; to identify the different types of studies undertaken, according to their assumptions and methods; to identify the assumptions of the chosen scientific production trying to signalize the presence of the sociological or psychological theories; to identify the empirical evidence in the studies that allow them to evaluate the relationship, noting which relational forms of practice emerge from them; to identify the results/findings and proposals arising from the studies of the Family-School Relationship. The main results were subdivided with regard to the method used and according to the thematic that was object of the analyzed studies. Standing out: the bibliographic research method has proved to be productive in achieving the goals... (Complete abstract click electronic access below) / Partiendo de la génesis de la relación familia-escuela en la Edad Moderna y teniendo como base el referencial de la Historia de la educación, se configuró una problemática que interroga el conjunto de tesis y disertaciones producidas en el ámbito de los programas de pos-grado brasileños. El principal cuestionamiento se refiere al modo como los trabajos realizados en las universidades, loci fundamental de la investigación en nuestro país, construyeron el conocimiento acerca de la relación familia-escuela através de los presupuestos teóricos y de sus métodos, buscando reconocer cómo caracterizan la relación a través de sus resultados y propuestas y cómo captaran las perennes tensiones propias de ese tipo de relación. Para contestar las cuestiones de la pesquisa fue delineado y desarrollado, en 2008, un estudio bibliográfico sobre las tesis y disertaciones producidas en los programas de pos-grado brasileños, compuesto por un levantamiento bibliográfico, una análisis bibliométrica, y una evaluación de textos completos. Los objetivos principales fueron: Identificar las tesis y disertaciones producidas en Programas de Pos-grado Brasileños en el área de Educación, Psicología y Sociología, buscando sintetizar las principales características de esa producción; Identificar los diferentes tipos de estudio emprendidos, según sus presupuestos y métodos, Identificar los presupuestos de la producción científica visando señalar la presencia de teorías sociológicas o de las teorías psicológicas. Identificar en los estudios los dados empíricos que evalúan la relación verificando qué tipos de prácticas relacionales emergen de los mismos. Identificar los resultados/hallazgos y las propuestas decurrentes de los estudios de la relación familia-escuela. Los principales resultados se subdividen en el que rige el método adoptado y la temática que era objeto... (Resumen completo clicar acceso eletrônico abajo)

Au Québec, l’enfant est actuellement au centre de son éducation. Les intervenants gravitant autour de lui sont donc appelés à collaborer tout au long de son parcours scolaire afin de l’aider à atteindre son plein potentiel. Cette dynamique de collaboration est d’autant plus nécessaire lorsqu’il s’agit d’élève handicapé ou en difficulté d’adaptation ou d’apprentissage (ÉHDAA) pour qui la réussite éducative n’est pas toujours évidente. Le régime pédagogique de l’éducation préscolaire, de l’enseignement primaire et de l’enseignement secondaire du Québec (Gouvernement du Québec, 2020a) prescrit que des renseignements doivent être fournis une fois par mois aux parents d’enfants ayant des difficultés. Cette transmission de renseignements a pour but de favoriser la collaboration des parents et de l’école. Malheureusement, cette collaboration n’est pas toujours effective et de nombreux facteurs d’obstacles entravent la relation école-famille (Bouchard, St-Amant et coll., 2000 et Kalubi et Lesieux, 2006). Toutefois, en milieu scolaire, le plan d’intervention (PI) est un outil reconnu pour aider l’élève HDAA dans son cheminement scolaire puisqu’il incite, entre autres, à la collaboration entre l’école et la famille et demande l’implication des parents (Gouvernement du Québec, 2004). À cet égard, le PI est une démarche qui s’inscrit dans un « cycle de vie d’un PI dynamique et continu (Myara, 2017, p.52) », au travers d’une collaboration-école-famille permettant de mieux identifier les besoins de l’élève HDAA et d’y répondre. Cette recherche a pour but d’identifier les différentes formes de collaboration-école-famille qui existent entre les enseignants et les parents lors du cycle de vie d’un PI et de déterminer si le programme de formation et d’accompagnement à l’élaboration des PI (FADéPI) permet aux parents de s’y impliquer davantage. Ce faisant, nous avons adopté une approche de recherche mixte qui a été menée auprès de cinq intervenants scolaires et de deux parents d’élèves HDAA. Les données ont été recueillies par le biais d’analyse de canevas de PI, de questionnaires et d’inventaires. L’analyse des résultats semble révéler que bien que les parents participent habituellement aux rencontres de PI, ils n’arrivent pas toujours préparés comme le souhaiteraient les intervenants scolaires. De plus, bien que la littérature soutienne que la collaboration est essentielle à la réussite éducative de l’élève, elle ne semble pas toujours facile à obtenir. Toutefois, il existe diverses formes et périodes de collaboration, divers modes de collaboration et différents niveaux de collaboration, à l’intérieur de la démarche de PI, qui varient selon le degré de relation, le niveau de compétence de l’élève et de la complexité de ses besoins. Quant à l’impact du programme FADéPI sur l’implication parentale, il semble d’une part qu’il pourrait faciliter la participation et l’implication parentale de différentes façons. Toutefois, cette participation ne serait pas nécessairement active et ne découlerait pas d’un véritable partenariat (Bouchard et coll., 1996 et Deslandes, 1999), puisque malgré le désir d’atteindre un but commun et la confiance mutuelle, il ne semblerait pas y avoir une réelle recherche de consensus dans la prise de décision ni même une reconnaissance réciproque d’expertise qui permettrait de créer une relation d’égalité entre les participants. D’autre part, nous avons remarqué que l’accès à un canevas de PI, sur une plateforme, qui documente des objectifs observables, mesurables, qui met en exergue la progression des apprentissages de l’élève, et donne la possibilité aux parents de communiquer en mode synchrone ou asynchrone, favorise les connaissances des parents relatifs au PI de leur enfant et facilite la communication. / In the province of Quebec, children are the focal point of their own education. Teachers and professionals surrounding the student are called upon to collaborate throughout the her or his academic experience in order to help her or him reach their full potential. This collaborative dynamic is even more so essential when it comes to students with a disabilities or for whom educational success is not always obvious. The basic education regulation for preschool, elementary and secondary education in Quebec (Gouvernement du Québec, 2020a) requires that information be provided at least once a month to parents of children with different needs. The purpose of shared information is to encourage collaboration between parents and the school. Unfortunately, this collaboration is not always efficient and many factors hinder a fruitful relationship between the student’s school and family (Bouchard, St-Amant et al., 2000 and Kalubi and Lesieux, 2006). In a school environment, the individualized education program (IEP) is a recognized tool for helping the because students with different needs, it stimulates, among other things, collaboration between the school and the family and requires parent involvement (Government of Quebec, 2004). Actually an IEP is a process which takes part of a dynamic and continuous IEP life cycle (Myara, 2017, p.52)”, throughout a school-family collaboration allowing one to identify and respond to students different needs. This research aims to identify the different forms and modes of school-family collaboration that exist between IEP team members and parents during an IEP life cycle of and determine whether or not the training and support program for IEP development of IEPs (TSIEP) Program allows parents to become more involved. In our method, we adopted a mixed research approach. This was done with the participation of five school resource members and two parents of students with different needs. Data was collected through the analysis of IEPs documents, questionnaires and inventories. The results seems to reveal that although parents usually attend IEP meetings, they do not always arrive as prepared as the school counselors would like. Additionally, although the literature argues that collaboration is essential to a student's educational success, it does not always seem easy to achieve it. However, there are various forms, modes, levels and periods of collaboration during the IEP process, which vary according to the degree of the different relationships, the students competencies and the complexity of her or his needs. As for the impact of the FADéPI program on parental involvement, it seems on the one hand that it could facilitate parental participation and involvement in different ways. However, this participation would not necessarily be proactive and would not result from a true partnership (Bouchard et al., 1996 and Deslandes, 1999), since despite the desire to achieve a common goal and mutual trust, it would not seem there is a real search for consensus in decision-making or even a reciprocal recognition of expertise which would make it possible to create an equal relationship between the participants. On the other hand, we noticed that access to an online IEP template or model, which documents observable, measurable goals, highlights students progress and provides parents with the opportunity to communicate in synchronous or asynchronous mode, promotes parents' knowledge of their child's IEP and facilitates communication.