Thesis advisor: Curt Dudley-Marling / Improving educational outcomes for students with disabilities remains a challenge for professionals in the field of special education. With the passage of <italic> NCLB <italic/> and <italic> IDEA 2004 <italic/> has come the recommendation to establish higher standards for educational productivity for these students. This call to action seems warranted, especially in light of recent findings published in a report by the U.S. Department of Education (2002) entitled <italic>A New Era: Revitalizing Special Education for Children and Their Families <italic/>. The report suggests that students with disabilities drop-out of high school at twice the rate of their peers and higher education enrollment rates for students with disabilities are 50 percent lower than rates for the general population. Recent literature indicates that improving educational outcomes for students with disabilities depends in large part on creating constructive partnerships between their families and schools. The present study contributes to the knowledge base on partnership-making by investigating family-school partnerships in special education from the perspective of parents. This study utilized the qualitative methodology known as narrative inquiry to investigate the following research questions: 1. What stories do parents tell regarding their personal experiences with the special education process? 2. What do these stories tell us about the family's perspective of family-school partnerships in special education? 3. What can we learn from these stories that might translate into effective policy and practice in schools? Findings from interviews with fourteen parents of students receiving special education services indicated that they were concerned about issues of teacher effectiveness, honesty and trust, and their role in securing services for their children. Knowledge derived from their experiences offer suggestions for schools, institutions of higher education, and future researchers. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. Interview data were examined pertaining to six elementary school principals serving Title I schools within rural Appalachia. Data were analyzed to identify strategies practicing principals and policy makers can use to better strengthen school-family relationships. The findings focus on the principals' role in fostering and improving these relationships. As an educator in a high-poverty school system in rural southwest Virginia, I want to add to the literature research-based strategies for implementing family engagement strategies in elementary schools within rural communities. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress. / Doctor of Education / Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. The researcher completed interviews with six elementary school principals serving Title I schools within rural Appalachia. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress.

O objetivo deste trabalho foi compreender a maneira como professores e gestores percebem a relação entre escola e família e identificar possíveis estratégias já existentes na prática desses profissionais no sentido de uma aproximação maior entre as duas instituições. A literatura científica da área indica que tal interação pode contribuir com o processo de ensino e aprendizagem, porém também mostra que a escola exerce uma postura superior frente às famílias, aumentando a distância entre uma e outra e dificultando sua interação. Entretanto, algumas ações desenvolvidas se revelaram positivas na promoção desta relação, o que indica a necessidade de que a escola desenvolva estratégias para estabelecer uma gestão democrática, na qual pais e educadores possam se relacionar de maneira igualitária. Participaram deste estudo 30 professores e três gestores atuantes nas três escolas municipais de Ensino Fundamental de uma cidade do interior paulista. Através do emprego da abordagem qualitativa, do tipo etnográfica, foram feitas duas sessões de entrevistas semiestruturadas com cada professor e uma com cada gestor, além de observações participantes dos eventos escolares que contavam com a presença da família e da análise documental do Projeto Político-Pedagógico destas instituições. As entrevistas foram audiogravadas e transcritas na íntegra; as observações foram anotadas nos diários de campo; e os documentos coletados junto aos gestores. A Análise de Dados foi feita de acordo com a Análise Temática de Conteúdo. Os resultados apontaram para diversas dificuldades que permeiam a relação escola-família, contribuindo para a criação de pré-julgamentos e generalizações frente aos problemas enfrentados no cotidiano escolar. As observações mostraram que, na maioria dos casos, a família não é acolhida pelos educadores, revelando certa distância entre eles, na qual os pais assumem uma posição de espectador enquanto os educadores conduzem seus encontros. Entretanto, destacou-se a criação de estratégias por parte dos professores e gestores para reverter este quadro, além do desenvolvimento de atitudes positivas na forma como eles se relacionam com as famílias, criando um ambiente amistoso e colaborativo que beneficia o processo de ensino e aprendizagem de crianças e adolescentes, sendo que as características pessoais da equipe escolar podem influenciar esta relação, ou seja, aqueles mais pacientes, amorosos e compreensivos relataram nunca ter vivenciado problemas com familiares, que se sentem à vontade quando comparecem à escola, pois avaliam o relacionamento como igualitário e se voluntariam a participar e colaborar no que for preciso. Estes profissionais demonstraram estar disponíveis para a família não apenas em horários pré-estabelecidos, mas de acordo com a necessidade de cada um. Percebeu-se também que elogiar os alunos pode aumentar o elo do professor com a família, pois professores que utilizam este recurso, ao invés de se queixarem dos alunos, conseguiam maior apoio dos pais ou responsáveis. Isso não significa deixar de abordar os problemas, mas rever a forma como eles são transmitidos, ressaltando os aspectos positivos das crianças a fim de fortalecer também sua autoestima. Desta forma, pode-se dizer que a relação escola-família é possível, desde que haja mudança na postura da escola capaz de empoderar pais e responsáveis / The objective of this study was to understand how teachers and managers perceive the relationship between school and family and to identify possible strategies already existing in the practice of these professionals in order to approaching both institutions. Scientific literature in the field indicates that this interaction might contribute to the teaching and learning process, however it also shows that school assumes a superior posture towards families, stretching the distance between them and hindering their interaction. However, some actions developed revealed to be positive for promoting this relationship, what indicated the need for school to develop strategies to establish a democratic management, where parents and educators are able to relate in equal ways. Thirty teachers and three managers, who act in three municipal elementary schools in the countryside of the State of São Paulo, took part in this study. By applying an ethnographic qualitative approach, two sessions of semi-structured interviews were conducted with every teacher and one session with every manager, in addition to participant observations emerged from school events that had the presence of the family, and the documentary analysis of the political pedagogical project of these institutions. Interviews were voice-recorded and transcribed in full; participant observations were written in field diaries; and documents were collected with the managers. The data analysis was done according to the Thematic Content Analysis. The results pointed to several difficulties which are posed in the school-family relationship, contributing to prejudgment and generalization upon the problems faced in school routine. Participant observations showed that mostly educators do not welcome family, disclosing a certain distance between them, where parents take a position of spectators, while educators conduct their meetings. Meanwhile, we noticed the creation of strategies by teachers and managers to reverse this situation, in addition to the development of a positive attitude in the way they relate with families, promoting a friendly and collaborative environment that benefits the teaching and learning process for children and teenagers; once the personal features of the school team may influence this relation, it means, those who are more patient, caring and comprehensive reported that they have never experienced problems with family members, and that they feel comfort when they come to school, because they evaluate their relationship as egalitarian and volunteer to participate and collaborate with what it is needed. These professionals show to be available to family not only in pre-established time, but also according to everyones need. We also noted that praising the students might increase the bound of the teacher with the family, because teachers that use this resource, instead of complaining about their students, received more support from parents or legal guardian. It does not mean to not approach problems, but reverse the way they are conveyed, highlighting childrens positive aspects with the aim of also strengthening their self-esteem. Thus, it is possible to say that an effective school-family relationship is achievable, since there is a change in the schools attitude capable of empowering parents and legal guardians

The achievement gap is an important problem with serious consequences for the United States’ economy. A long history of oppression has contributed to a substantial gap in achievement between students of minority status or low socioeconomic status and their white or higher income peers. Large scale efforts to address this problem have been unsuccessful in substantially reducing the problem. As parent involvement has been linked to student achievement, capitalizing on strong family-school partnerships offers a valuable opportunity to target student achievement. Low-income and minority parents face many barriers to parent involvement. If schools embrace a more inclusive view of parent involvement and collaborate with parents to reduce these barriers, however, successful family-school partnerships may be formed. Themes for creating such partnerships include recognizing that parents care about their children’s education and want them to succeed, treating parents as equal partners in the educational process, and using innovative techniques to solve problems. / text

NASCIMENTO, Paulo Henrique Albuquerque do. A escola é a segunda família e a família é a primeira escola:uma arqueogenealogia da parceria entre família e escola. 2017. 158f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Psicologia, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-09-08T11:10:47Z No. of bitstreams: 1 2017_dis_phanascimento.pdf: 1418055 bytes, checksum: 1ee215422c3c04f80c3c992aea5a69da (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-09-08T11:45:01Z (GMT) No. of bitstreams: 1 2017_dis_phanascimento.pdf: 1418055 bytes, checksum: 1ee215422c3c04f80c3c992aea5a69da (MD5) / Made available in DSpace on 2017-09-08T11:45:02Z (GMT). No. of bitstreams: 1 2017_dis_phanascimento.pdf: 1418055 bytes, checksum: 1ee215422c3c04f80c3c992aea5a69da (MD5) Previous issue date: 2017 / This research takes as object of investigation the functioning of a partnership between family and school. To this end, it chooses as a research focus the scenario of public education policy in Brazil, taking as limit some reference documents issued by the Ministry of Education (MEC) and its ways of designating and establishing functions for the school and the family regarding their roles in the field of formal education, but also in their relations with the social environment in a broader way. In addition, it also draws attention to the discursive regimes about the partnership between family and school driven by the academic-scientific scenario, analyzing particularities of dissertations and doctoral theses that touch on this object investigated and problematized, in the most diverse research programs of the country . In fact, this work enables the understanding of the partnership between family and school in the encounter between philosophy and education, in order to produce new effects of meaning for the relationship between these institutions - traditionally allocated as a way of making viable projects of nation -, demarcating also an insertion with the field of the Foucaultian studies. To this end, the conceptual tools of archeology and genealogy, in their couplings in the form of archeogenealogy, work as analytical operators to forge the concept of partnership as a device that encompasses several, sometimes differing, forms and conceptions of the role assigned to the school and the family in our social environment. In order to do so, it also points out that the field of education seems to be a vector through which the partnership between family and school takes on a larger form, but that it also connects and disregards other registers of knowledge as a way of moving its gears, producing changes to, also, what would be the function of the school or the family. Such changes allow, therefore, the production of new fields of knowledge and power relations in their mode of functioning. In this sense, this partnership, through its diffuse, multiple and heterogeneous field of functioning, connects with the strategies of governing the conduct of individuals, in an art of governing, with neoliberal rationality being one of them. In this way, the concept of governmentality will be an ammunition of analysis to examine the ways in which the functioning of this partnership engenders a production of subjectivities and enables a way of maximizing the life and bodies of the subjects. Finally, it points out some discontinuities with regard to the supposedly hegemonic forms of thinking about the relation between family and school, problematizing the ideals of complicity, complementarity and continuity between family and school that are put to this relation in the form of partnership. / Esta pesquisa toma como objeto de investigação o funcionamento de uma parceria entre família e escola. Para tanto, elege como foco de investigação o cenário da política pública de educação no Brasil, tomando como recorte alguns documentos de referência veiculados pelo Ministério da Educação (MEC) em seus modos de designar e estabelecer funções à escola e à família no que diz respeito aos seus papeis no campo da educação formal, como também nas suas relações com o meio social de modo mais amplo. Além disso, também lança atenção para os regimes discursivos acerca da parceria entre família e escola acionados pelo cenário acadêmico-científico, utilizando análises particularidades de dissertações e teses de doutoramento que tangenciam esse objeto aqui investigado e problematizado, nos mais diversos programas de pesquisa do país. Com efeito, este trabalho positiva o entendimento da parceria entre família e escola no encontro entre a filosofia e a educação, no intuito de produzir novos efeitos de sentido para a relação entre essas instituições - tradicionalmente alocados como forma de viabilizar projetos de nação -, demarcando também uma inserção com o campo dos estudos foucaultianos. Para tanto, as ferramentas conceituais da arqueologia e da genealogia, em seus acoplamentos sob a forma da arqueogenealogia, funcionam como operadores analíticos para forjar o conceito de “parceria” como um dispositivo que abrange diversas formas e concepções, às vezes díspares, acerca do papel atribuído à escola e à família em nosso meio social. Para isso, aponta ainda que o campo da educação parece ser um vetor por onde a parceria entre família e escola ganha maior forma, mas que ela também passa a se conectar e prescindir de outros registros de saber como forma de movimentar suas engrenagens, produzindo mudanças também ao que seria função da escola ou da família. Tais mudanças permitem, pois, a produção de novos campos de saber e relações de poder no seu modo de funcionar. Nesse sentido, essa parceria, por meio de seu campo difuso, múltiplo e heterogêneo de funcionamento, conecta-se às estratégias de governo da conduta dos indivíduos, a uma arte de governar, sendo a racionalidade neoliberal, uma delas. Desse modo, o conceito de governamentalidade será mais uma munição de análise para atentar aos modos pelos quais o funcionamento dessa parceria engendra uma produção de subjetividades e positiva uma forma de maximizar a vida e os corpos dos sujeitos. Por fim, aponta algumas descontinuidades no que diz respeito às formas pretensamente hegemônicas de se pensar a relação entre família e escola, problematizando os ideais de cumplicidade, complementaridade e continuidade entre família e escola que são postas para essa relação sob a forma de parceria.

O objetivo deste trabalho foi compreender a maneira como professores e gestores percebem a relação entre escola e família e identificar possíveis estratégias já existentes na prática desses profissionais no sentido de uma aproximação maior entre as duas instituições. A literatura científica da área indica que tal interação pode contribuir com o processo de ensino e aprendizagem, porém também mostra que a escola exerce uma postura superior frente às famílias, aumentando a distância entre uma e outra e dificultando sua interação. Entretanto, algumas ações desenvolvidas se revelaram positivas na promoção desta relação, o que indica a necessidade de que a escola desenvolva estratégias para estabelecer uma gestão democrática, na qual pais e educadores possam se relacionar de maneira igualitária. Participaram deste estudo 30 professores e três gestores atuantes nas três escolas municipais de Ensino Fundamental de uma cidade do interior paulista. Através do emprego da abordagem qualitativa, do tipo etnográfica, foram feitas duas sessões de entrevistas semiestruturadas com cada professor e uma com cada gestor, além de observações participantes dos eventos escolares que contavam com a presença da família e da análise documental do Projeto Político-Pedagógico destas instituições. As entrevistas foram audiogravadas e transcritas na íntegra; as observações foram anotadas nos diários de campo; e os documentos coletados junto aos gestores. A Análise de Dados foi feita de acordo com a Análise Temática de Conteúdo. Os resultados apontaram para diversas dificuldades que permeiam a relação escola-família, contribuindo para a criação de pré-julgamentos e generalizações frente aos problemas enfrentados no cotidiano escolar. As observações mostraram que, na maioria dos casos, a família não é acolhida pelos educadores, revelando certa distância entre eles, na qual os pais assumem uma posição de espectador enquanto os educadores conduzem seus encontros. Entretanto, destacou-se a criação de estratégias por parte dos professores e gestores para reverter este quadro, além do desenvolvimento de atitudes positivas na forma como eles se relacionam com as famílias, criando um ambiente amistoso e colaborativo que beneficia o processo de ensino e aprendizagem de crianças e adolescentes, sendo que as características pessoais da equipe escolar podem influenciar esta relação, ou seja, aqueles mais pacientes, amorosos e compreensivos relataram nunca ter vivenciado problemas com familiares, que se sentem à vontade quando comparecem à escola, pois avaliam o relacionamento como igualitário e se voluntariam a participar e colaborar no que for preciso. Estes profissionais demonstraram estar disponíveis para a família não apenas em horários pré-estabelecidos, mas de acordo com a necessidade de cada um. Percebeu-se também que elogiar os alunos pode aumentar o elo do professor com a família, pois professores que utilizam este recurso, ao invés de se queixarem dos alunos, conseguiam maior apoio dos pais ou responsáveis. Isso não significa deixar de abordar os problemas, mas rever a forma como eles são transmitidos, ressaltando os aspectos positivos das crianças a fim de fortalecer também sua autoestima. Desta forma, pode-se dizer que a relação escola-família é possível, desde que haja mudança na postura da escola capaz de empoderar pais e responsáveis / The objective of this study was to understand how teachers and managers perceive the relationship between school and family and to identify possible strategies already existing in the practice of these professionals in order to approaching both institutions. Scientific literature in the field indicates that this interaction might contribute to the teaching and learning process, however it also shows that school assumes a superior posture towards families, stretching the distance between them and hindering their interaction. However, some actions developed revealed to be positive for promoting this relationship, what indicated the need for school to develop strategies to establish a democratic management, where parents and educators are able to relate in equal ways. Thirty teachers and three managers, who act in three municipal elementary schools in the countryside of the State of São Paulo, took part in this study. By applying an ethnographic qualitative approach, two sessions of semi-structured interviews were conducted with every teacher and one session with every manager, in addition to participant observations emerged from school events that had the presence of the family, and the documentary analysis of the political pedagogical project of these institutions. Interviews were voice-recorded and transcribed in full; participant observations were written in field diaries; and documents were collected with the managers. The data analysis was done according to the Thematic Content Analysis. The results pointed to several difficulties which are posed in the school-family relationship, contributing to prejudgment and generalization upon the problems faced in school routine. Participant observations showed that mostly educators do not welcome family, disclosing a certain distance between them, where parents take a position of spectators, while educators conduct their meetings. Meanwhile, we noticed the creation of strategies by teachers and managers to reverse this situation, in addition to the development of a positive attitude in the way they relate with families, promoting a friendly and collaborative environment that benefits the teaching and learning process for children and teenagers; once the personal features of the school team may influence this relation, it means, those who are more patient, caring and comprehensive reported that they have never experienced problems with family members, and that they feel comfort when they come to school, because they evaluate their relationship as egalitarian and volunteer to participate and collaborate with what it is needed. These professionals show to be available to family not only in pre-established time, but also according to everyones need. We also noted that praising the students might increase the bound of the teacher with the family, because teachers that use this resource, instead of complaining about their students, received more support from parents or legal guardian. It does not mean to not approach problems, but reverse the way they are conveyed, highlighting childrens positive aspects with the aim of also strengthening their self-esteem. Thus, it is possible to say that an effective school-family relationship is achievable, since there is a change in the schools attitude capable of empowering parents and legal guardians

The ability of reading is an important part of teaching literacy and language acquisition. Reading improves the thinking ability by giving new concepts and ideas and enhances vocabulary and language which is essential in verbal communication. Because of the importance of reading, children and adolescents are encouraged to read by their parents, teachers and sometimes by national reading campaigns as an educational policy. Turkey launched a nationwide reading campaign targeting high school students in 2004, and another one aimed at primary school students in 2005 which is called the 100 Basic Literary Works reading campaign. This study investigated the reading habits of Turkish high school students. It also explored how students are influenced by family, teacher and peer group. Moreover, the study investigated the association between the students reading habits and their gender, school type and region. In addition, the study examined current efforts to encourage students to read. The study was conducted in 8 provinces and 8 districts of Turkey in 2012. The data was gathered thorough questionnaires with 2425 students from 86 high schools of 5 different types and interviews with 31 students, 15 teachers and 4 local education managers. The study found that 82.0% of young people in general read at least once or twice a week outside school for at least 30 minutes and 40.6% read every day or almost every day for leisure. It was found that females were more frequent and enthusiastic readers than males. The students from science high schools and Southern East Anatolia Region read more frequently. It was indicated that the majority of the students reported that they were aware of the 100 Basic Literary Works reading campaign but, in fact, they knew of the campaign in upper-primary school. The qualitative findings indicated that there was little awareness of the campaign in high schools. Libraries are important places to assist inculcate children s and young people s love of reading and provide free access to reading materials and sources but Turkish young people were not frequent users of libraries. Both teachers and students had concerns about lack of reading materials and poor facilities and services in public and school libraries in Turkey.

A partir dos anos 60, após pesquisas internacionais terem apontado o peso da origem social nas trajetórias de escolarização, muitas dificuldades escolares passaram a ser atribuídas às famílias populares, que tidas como deficitárias do ponto de vista sócio-cultural, não podiam proporcionar estímulos suficientes ao desenvolvimento dos filhos. Essas famílias passaram a ser, então, chamadas à escola no intuito de serem normatizadas, sob o pretexto de uma educação compensatória. Com base na literatura, o que se observa, atualmente, é uma naturalização das práticas de envolvimento dos pais na vida escolar dos filhos, o que é comumente visto como fundamental para o sucesso da escolarização. No entanto, as reais possibilidades das famílias em executar as tarefas a elas atribuídas parecem ser ainda desconhecidas pelos agentes escolares. Daí a importância de se conhecer seu ponto de vista: como os pais, atores sociais concretos, estão vivendo a relação com a escola dos filhos. O objetivo do atual estudo é, então, investigar as representações e vivências de pais de alunos sobre a escola pública em que os filhos estudam. A abordagem teórico-metodológica adotada segue os referenciais teóricos do Psicodrama, da Análise Institucional e da Etnografia. Foram utilizados os seguintes métodos de coleta de dados: observação participante na escola, com vistas ao conhecimento do contexto mais amplo; entrevistas individuais com 22 pais de alunos de 3ª e 4ª séries em suas residências; duas entrevistas em grupo focal com os pais entrevistados individualmente; e análise documental. A análise dos dados ocorreu segundo os moldes da análise de conteúdo tradicional, e as sessões grupais passaram também por uma análise sociométrica. Os resultados apontaram que os pais parecem conceber sua atuação na vida escolar dos filhos da forma como a escola prescreve. No entanto, ao relatar vivências, eles revelaram idiossincrasias, críticas e dificuldades em cumprir o que deles é esperado. A postura da maioria na entrevista individual foi defensiva, havendo alguns que se colocaram de forma acrítica e uma minoria que se mostrou mais crítica. As sessões em grupo se mostraram importantes, uma vez que possibilitaram que o drama coletivo, do qual os entrevistados pareciam se defender na entrevista individual, fosse compartilhado. Foi revelado, então, um sentimento comum de impotência diante das exigências da escola, a qual parece exercer mecanismos sutis de exclusão. Assim, a relação família-escola se mostrou assimétrica, não parecendo atingir sua meta última de propiciar uma efetiva ajuda na vida escolar dos alunos. Pelo contrário, observou-se que a maneira como essa relação vem ocorrendo tende a aumentar ainda mais a distância entre o conhecimento formal propagado pela escola e a realidade das famílias populares, principalmente aquelas mais desfavorecidas social e economicamente. / In the 1960s, international research began to emphasise the importance of social background in the performance of schoolchildren. In consequence, many of the difficulties which children experienced at school came to be attributed to the socially and culturally deprived family environments in which they were growing up, since their parents were not able to provide them with the stimulation necessary for satisfactory development. Both parents and children were, therefore, summoned by the school to take part in sessions which were intended to remedy this deficiency in stimulation. On consulting the literature available on this subject, it is evident the naturalization of the involvement of parents in the scholarly life of their children, and this is considered essential for successful schooling. Nevertheless, school authorities still appear to be unaware of the real situation regarding the ability of parents to carry out the obligations which have been placed on them. For this reason, it is of paramount importance to hear their point of view. How do parents, in this essential social role, perceive their relationship with their children\'s school? The purpose of this research is, therefore, to investigate parents\' experiences vis-à-vis their relationship with the school where their children study. The theoretical-methodological approach adopted here is drawn from psychodrama, institutional analysis, and ethnography. The following methods were used for the collection of data: participative observation within the school environment, in order to be fully acquainted with as wide a context as possible; interviews held in their homes with 22 separate sets of parents of 3rd and 4th year students; two focus groups with the parents interviewed individually; and documental analysis. A traditional analytical approach was adopted to the data collected, whilst the group sessions were analysed sociometrically. The results of the analyses show that the parents seem to perceive their role in their children\'s schooling in line with the parameters outlined by the school. However, when they described their own personal experiences, they revealed idiosyncrasies, voiced criticisms, and talked about difficulties they faced in doing what the school expected of them. Most of them adopted a defensive stance during the individual interviews; some were acritical, and relatively few were critical. The group sessions were important because they allowed participants to share their collective drama, being less defensive than they were in the individual interviews. In these sessions, the participants revealed a sense of impotence in the face of demands imposed on them by the school, which seems to exercise subtle mechanisms of exclusion. As a result, the relationship between parents and school was asymmetrical, and the overriding aim of getting the parents to play a more significant role in the scholarly life of children was not achieved. On the contrary, it was observed that the relationship in its present form tends to increase the distance between the formal approach to learning favoured by the school, and the reality of underprivileged families, especially those who are most deprived socially and economically.

Esta pesquisa tem como objetivo a releitura de uma prática educacional forjada no interior da Pedagogia Escolar à luz dos princípios da Pedagogia Social, visando descobrir aproximações entre os referenciais citados, com ênfase nas relações entre o professor e o educador social. A presente investigação está pautada na análise da experiência de professores da rede municipal de ensino de Taboão da Serra, Estado de São Paulo, os quais realizam visitas às residências de seus alunos cuja prática faz parte do Programa Interação Família-Escola, desenvolvido neste município desde 2005, considerando a visitação domiciliar de alunos como uma situação que propicia a atuação do pedagogo em âmbito diferente da instituição escolar. A metodologia de pesquisa foi desenvolvida em uma abordagem qualitativa dos dados coletados, a qual foi pautada na análise dos relatórios descritivos de professores sobre as visitas realizadas entre 2005 e 2009, além de um questionário para coleta sobre suas apreciações sobre esta experiência. A leitura destes materiais revelou algumas categorias inerentes à experiência daqueles que visitaram seus alunos, as quais foram comparadas às habilidades necessárias aos educadores sociais no desempenho de suas práticas educativas. Ainda, os dados encontrados foram analisados em relação aos domínios de atuação da Pedagogia Social, evidenciando alguns elementos de articulação. Diante disso, observamos que a experiência destes professores, relacionada ao processo de visitação domiciliar de alunos, contém elementos da Pedagogia Social mesmo que esta seja uma situação oriunda da Pedagogia Escolar, encontrando-se fundidos elementos dos referidos campos, indicando um território de diálogo e complementaridade entre eles, descoberta que suscita questões sobre a formação de professores, educadores ou pedagogos sociais. / This research has as its objective, the reinterpretation of a practice educational forged within the School Pedagogy in light of the principles of Social Pedagogy, aiming to discover approaches between the references cited, with emphasis on relations between the teacher and the educator social. This research is based on the analysis of the experience of the teachers of municipal school of Taboão da Serra, State of São Paulo, which tours to homes of their students whose practice is part of the Program Interaction Family-school, developed in this city since 2005, considering the home visitation of students as a situation that provides the performance of the pedagogue in different scope of the school. The research methodology was developed in a qualitative approach of the collected data, which was based on the analysis of descriptive reports of teachers on the visits between 2005 and 2009, in addition to a questionnaire to collect on their assessments on this experience. The reading of these materials showed some categories inherent in the experience of those who have visited their students, which were compared the abilities necessary to social educators in the performance of their educational practices. Still, the data were analyzed in relation to the areas of performance of Social Pedagogy, showing some elements of articulation. Given this, we observe that the experience of these teachers, related to the process of home visitation students, contains elements of Social Pedagogy even though this is a situation of School Pedagogy, fused elements of such fields, indicating a territory of dialogue and complementarity among them discovery that evoke questions on the training of teachers, educators or social pedagogues.

CHECHIA, V. A. Intervenção com grupo de pais de alunos com insucesso escolar. 2009. ___p. Tese (Doutorado) Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, 2009. RESUMO O envolvimento dos pais tem sido considerado como um dos determinantes do êxito escolar e da qualidade da aprendizagem. Um dos sentidos mais importantes em que se dá o envolvimento dos pais, por proporcionarem a melhoria no desempenho escolar dos filhos com insucesso, é a participação da família na vida escolar, por meio de uma relação de apoio e estímulo. O presente estudo tem como objetivo geral verificar e avaliar os efeitos de uma intervenção grupal com os pais sobre a relação destes com a escola e o desempenho escolar de seus filhos, em quatro grupos de pais de alunos com insucesso escolar. A pesquisa foi desenvolvida em duas escolas públicas de Ensino Fundamental, de um Município do interior de São Paulo, sendo uma Municipal da região central, outra Estadual de periferia. A amostra total dos participantes foi de 235 pais de alunos candidatos ao sucesso e insucesso escolar, da 2ª e 3ª série de duas escolas públicas, composta por dois grupos-controle e um grupo de intervenção. O grupo-controle foi composto por 198 pais de alunos divididos em duas modalidades: grupo de pais de alunos candidatos ao sucesso escolar e grupo de pais de alunos candidatos ao insucesso escolar. O grupo de intervenção foi composto por 37 pais de alunos considerado como candidatos ao insucesso escolar, sendo 20 participantes da Escola Municipal, divididos em 10 pais para cada série, e 17 participantes da Escola Estadual, sendo 11 pais para o grupo da 2ª série e 6 para a 3ª série resultado da amostra final. Utilizamos como metodologia, a pesquisa qualitativa que teve como finalidade a coleta dos dados da intervenção com grupos na abordagem sociodramática, e a pesquisa quantitativa que objetivou a avaliação dos efeitos da intervenção. Para isto, foram aplicados o TDE e dois questionários padronizados, do tipo escala de Likert: dos Alunos e dos Pais. A análise dos dados qualitativos da intervenção nos permite evidenciar que a experiência que os pais obtiveram por meio do contexto grupal, parece ter sido a matriz para o desenvolvimento de novos relacionamentos com a escola, colaborando assim para o envolvimento. Essa experiência pode ser resumida na união e interação que o contexto grupal favoreceu aos pais; por meio da espontaneidade e não-diretividade vivenciada com a intervenção sociodramática. Ainda foi possível entender que o envolvimento dos pais parece alcançar uma maior profundidade, especialmente, para o rendimento escolar. As análises estatísticas dos resultados da aplicação, antes e depois da intervenção, do TDE e dos questionários padronizados, permitiram concluir que o envolvimento dos pais influenciou consideravelmente na aprendizagem do filho com insucesso escolar, sendo que para a Escola A, tais efeitos se mostraram estatisticamente significativos, enquanto para a Escola B, devido, sobretudo a diminuição no número de participantes, eles se mostraram de forma atenuada. A conclusão final é de que a opção por um delineamento quanti-quali foi de fundamental importância para revelar os efeitos e as singularidades dos acontecimentos promovidos pela intervenção. / ABSTRACT The involvement of parents has been regarded as one of the determinants of academic success and quality of learning. One of the most important way is the involvement of parents, by offering the improvement in scholastic performance of children with failure, and the participation of families in school life through a relationship of support and encouragement. The present study aims to check and evaluate the effects of an intervention group with parents about the relationship of these with the school and scholastic performance of their children, in four groups of parents of students with scholastic failure. The research was conducted in two public schools from elementary school, of a city in the interior of Sao Paulo, one in the central hall, another belongs to State in periphery. The total sample of participants was 235 parents of students applying to the success and failure at school, of the 2nd and 3rd series of two public schools, consisting of two groups-control and a group of intervention. The control group was composed of 198 parents of students divided in two ways: group of parents of students applying for scholastic success and group of parents of students applying for scholastic failure. The intervention group was composed of 37 parents of students considered candidates for the scholastic failure, with 20 participants of the School Hall, divided in 10 parents for each series, and 17 participants from the State School, 11 parents to the group of 2nd grade and 6 for the 3rd grade result of the final sample. We Used as a qualitative research methodology that was intended to collect the data of the intervention groups in the sociodramatic approach, and the quantitative research which aimed to assess the effects of the intervention. For this, the TDE were applied and two standardized questionnaires, like the type of Likert scale: of the Students and Parents. The analysis of qualitative data from the intervention that allows us to highlight the experience that parents obtained through the group, seems to have been the blueprint for the development of new relationships with the school, thus contributing to the engagement. This experience can be summed up in the union and the group interaction that helped parents; by spontaneity and not directivity experienced with sociodramatic intervention. Although it was possible to understand that the involvement of parents seems achieve greater depth, especially for scholastic efficiency. Statistical analysis of the results of the application, before and after the intervention of TDE and standardized questionnaires, have concluded that the involvement of parents in learning considerably influenced the learning school of children with scholastic failure , and that for School A, these effects were statistically significant, while for the School B, due primarily to decrease in the number of participants, they were so attenuated. The final conclusion is that the choice of a quantity-quality design was of fundamental importance to reveal the effects and singularities of the events promoted by the intervention.