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.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-29T17:56:26Z No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:25:15Z (GMT) No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) / Made available in DSpace on 2016-05-02T01:25:15Z (GMT). No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) Previous issue date: 2014-09-30 / Na atual conjuntura social, em que muitos dos valores perpetuados há gerações parecem ter se perdido ao longo do tempo, a escola, mais do que nunca tem sentido o reflexo deste fenômeno, pois cada vez mais vem tomando para si a tarefa de educar moral e tecnicamente, o que acaba por sobrecarregar ainda mais esta instituição. Neste contexto, surge como iniciativa adotada pela rede estadual de ensino no Estado do Ceará, o Projeto Diretor de Turma (PDT) que visa o estreitamento de laços entre os agentes educacionais, quais sejam: O aluno, a escola e a família. Advindo de Portugal e adotado na rede pública estadual cearense em meados de 2008, o PPDT tem como centro a proposta de desmassificar o ensino, tornando-o mais personalizado e tentando, ao máximo, suprir as necessidades educacionais dos agentes envolvidos no processo de educar. É a partir desse cenário que defino como objetivo principal para o meu trabalho avaliar a implementação e a execução deste projeto na escola que foi alvo desta pesquisa, bem como, fazendo um comparativo entre o desenho do projeto e a realidade encontrada na referida escola. A investigação tem como aporte teórico os estudos de Leite(2010), Mendonça(2009), Nogueira(2006), Peregrino(2010), Zenhas(2004), dentre outros. Com a intenção de construir um panorama sobre o funcionamento do projeto na escola estudada, utilizo a pesquisa documental e a pesquisa de campo. Neste trabalho de pesquisa, que tem como centralidade a análise do referido projeto que busca tornar-se uma política pública em educação, serão elencados pontos fortes, pontos que precisam ser melhorados, bem como, um plano de ação educacional, com base nos dados coletados na escola pesquisada. / In the current social climate that many values perpetuated for generations seem to have been lost over time, and the school, more than ever has felt the effect of this phenomenon, since increasingly been taking up the task of educating and moral technically, what ultimately overload this institution. In this context, emerges as an initiative adopted by state schools in the state of Ceará, the Project Director of Class (PPGP) aimed at strengthening ties between educational agents, which are: the student, the school and the family. Coming from Portugal and adopted in Ceará state public schools and in mid 2008, the center has as PPDT the proposed singularize the education, making it more personalized and trying as much as possible meet the educational needs of those involved in the education process. It is from this scenario which I define the main objective as my work to evaluate the implementation and execution of this project in school that was the target of this research, as well as making a comparison between the project design and the reality found in this school. Research has as the theoretical studies of Leite (2010), Mendonçaa (2009), Nogueira (2006), Peregrino (2010), Zenhas (2004), among others. With the intention to build a picture of the operation of the project at the school, I use the desk research and field research. In this research work, which has centered on the analysis of that project that seeks to become a public policy education, will be show strengths, areas that need improvement, as well as an educational action plan, based on the data collected will be listed at school studied.

The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers’ perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers’ perceptions of collaborating with families and the extent to which their perceptions are influenced by their own family backgrounds as well as their perceptions about what they learned in their program. In order to address the goals and related research questions of this study, the research design will be a descriptive case study. Interviews with six preservice teachers and two professors and document analysis used in this study as a source of data. Three themes emerged from the data. The themes are as follows: perceptions of preservice teachers about family-school collaboration, preservice teachers’ past experiences when they were at K-12 in terms of family involvement and teacher education program experiences of preservice teachers.

TITLE:Family and School Socialization of Children with ADHD AUTHOR: Zuzana Bílková DEPARTMENT: Department of Psychology SUPERVISOR: Doc. PhDr. Isabella Pavelková, CSc. ABSTRACT: The thesis is focused on the process of socialization of children with ADHD in family and school setting. We present the overview of current research about etiologies, symptoms and therapy of the syndrome. The socialization is defined as the process of interactions between individual and his social and cultural background. ADHD symptoms are considered to be an important factor in socialization process, particularly as the factor affecting the relationships with parents and teachers. The research is focused on children of preschool and school age. We pose research questions concerning the influence of setting the diagnosis, the influence of ADHD on child's relationships with educators and the influence of the diagnosis on the relationship between family and school. Data were collected during interviews with parents and teachers of children with ADHD and during observation of children in their home or school. Data were analysed by qualitative analytic methods. Research outcomes point out the importance of educators' attitudes towards the problem, the importance of early setting a diagnosis and important role of motivational...

This narrative inquiry study collected stories from parents and teachers to build a deep understanding of the lived experiences of raising or teaching children affected by traumatic grief. Research shows that children who experience adversity or loss as trauma, including childhood traumatic grief, may experience long- term disruptions to executive functions and present learning, behavioural and social challenges within school settings. Current research indicates that the adoption of trauma-informed care practices within schools can successfully support students who have experienced trauma and/or childhood traumatic grief. In particular, the development of strong family-school collaboration, understood recently as a form of working alliance, is key in effectively supporting students experiencing mental health issues, including childhood traumatic grief. Using a narrative inquiry approach, this study shares the stories of three women, a mother, a teacher by profession, and a mother who is a teacher by profession, to develop deep understanding of what is being experienced in supporting children affected by childhood traumatic stress and grief. The findings from this study affirmed the need for increased understanding and awareness of the ways that trauma can impact the education of children affected by trauma. The findings also confirmed that insecure attachments can be mitigated with consistent and attuned care. To do this effectively as educators, there is need for increased resources and supports within the schools. This study confirmed the need for increased collaboration to develop strong relationships between students, parents and teachers. The need for collaboration is essential for the successful support of students struggling with the affects of trauma and these findings affirm current conversations on the importance of trauma-informed approaches, relational schools and working alliances.

The purpose of this study was to investigate how elementary teacher preparation programs (TPPs) in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. Preservice teachers are completing their TPPs with little to no coursework or field experiences working with families (Epstein and Sheldon, 2023; Patte, 2011; Walker and Dotger, 2012; Zygmunt-Fillwalk, 2011). Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. This qualitative study involved one-on-one interviews with nine professors or program coordinators from the undergraduate elementary education teacher preparation program at seven public four-year institutions in Virginia. Interview questions sought the perceptions, coursework, and practices of family engagement that are used to prepare elementary teachers to communicate and establish a welcoming culture for families of their students. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of this qualitative study indicated that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure. / Doctor of Education / Preservice teachers are completing their teacher preparation programs (TPPs) with little to no coursework or field experiences working with families. Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. The purpose of this study was to investigate how elementary TPPs in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. To identify program coordinator and professor perceptions and practices to prepare teachers to engage with families in family-school partnerships, a basic qualitative methodology was employed. Individual online interviews were conducted with nine program coordinators and professors from the undergraduate elementary TPP at seven public four-year institutions in Virginia. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of the study indicate that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure.

Em meio a violentos conflitos agrários, à baixa expectativa de vida, à seca e à fome, à falta de oferta educacional consistente e à expressiva migração de jovens, em 13 de março de 1998, agricultores da região de Monte Santo (BA) fundam, no meio da caatinga, a Escola Família Agrícola do Sertão (Efase). Propomos um percurso pela história deste acontecimento, evidenciando seu caráter de ruptura em relação a um fluxo esperado de continuidade e reprodução das condições sociais, fiando-se nas narrativas recolhidas dos seus fundadores e depreendendo delas gestos que concernem à reflexão filosófica em educação. A opção pela análise das narrativas deve-se à relação consubstancial que acreditamos existir entre essas atividades básicas que marcam a convivência intergeracional: narrar e educar. É por meio delas que propomos determinada compreensão acerca da fundação desta escola que a retrate como uma resposta significativa, singular e contextualizada a uma questão geral de grande relevância pública e política: a experiência escolar ainda pode guardar um significado político e existencial numa sociedade crescentemente burocratizada e submetida a imperativos econômicos globais? Percorremos o marco de mobilização, e referência simbólica, para aqueles sertanejos, Canudos, e a crescente mobilização em resposta à precariedade daquela vida por meio da ação de homens e mulheres, entendendo a fundação, a partir de Hannah Arendt, como um milagre humano, o aparecimento do novo. As narrações encontram seu lugar como memória da ação, forma de compreensão de um mundo que nos antecede. Em busca de respostas à questão de como poderiam permanecer juntos em um mundo que parecia se esfacelar, aqueles agricultores agiram na tentativa de que pudessem não apenas encontrar um espaço de comunhão, mas que pudessem também instituir um novo comum, a fim de partilhá-lo no tempo com os novos. / Amidst violent agrarian conflicts, low life expectancy, drought and famine, the lack of consistent educational provision, and the significant youth migration, on the 13th of March, 1998, farmers from the region of Monte Santo (a town in the state of Bahia, Brazil) founded, in the middle of the caatinga, the Escola Família Agrícola do Sertão (rural family school of the hinterland, Efase in its Portuguese acronym). A itinerary through the history of such event was intended, in order to highlight its disruptive nature in relation to an expected flow of continuity and reproduction of the social conditions, relying on the accounts gathered from the school´s founders and arising from them gestures that concern the philosophical reflection on education. Choosing to analyze the narratives results from the consubstantial relationship which I believe to exist between these basic activities that mark the intergenerational conviviality: narrate and educate. It is through them that a certain understanding of the foundation of this school is proposed, which portrays it as a remarkable, singular and contextualized response to a general question of great public and political importance: can the school experience still keep a political and existential meaning in an increasingly bureaucratic society, subject to global economic imperatives? I have run across the landmark of mobilization, and symbolic reference, for those hinterland people, Canudos, and the increasing mobilization in response to the precariousness of that kind of life through the action of men and women. The foundation of the school is understood, based on Hannah Arendt, as a human miracle, the emergence of the new. The narratives find their place as a memory of the action, a way of comprehending a world that came before. In the search for answers to the question of how would they be able to keep together in a world that seemed to crumble, those farmers acted in an effort to not only find a space of communion but also to establish a new common ground, in order to share it in time with the newcomers.

A dissertação analisa o Projeto Bolsa Universidade (PBU), considerando a parceria das instituições de ensino superior privadas com o Programa Escola da Família (PEF) e suas relações com a expansão e privatização no ensino superior paulista. De natureza qualitativa, a pesquisa compreendeu o levantamento e a análise de documentos na Secretaria de Estado da Educação e entrevistas com seus gestores de modo a apurar o histórico, descrever e analisar a implementação do Projeto Bolsa Universidade no período de 2003 a 2014. A evolução do PEF e PBU nesses onze anos aponta para uma acentuada redução de número de escolas atendidas e de Instituições de Ensino Superior envolvidas, enquanto o número de bolsistas diminui em proporção muito menor. A investigação constatou a falta de publicidade e transparência de dados básicos e enfrentou dificuldade de acesso às informações sobre o financiamento e custo do PBU. A pesquisa conclui que ao longo de sua trajetória, essa política pública sofreu mudanças que deslocaram seu foco do ensino básico para a concessão de bolsas de estudo e o subsídio ao ensino superior privado. / This masters dissertation analyzes the Projeto Bolsa Universidade (University Scholarship Project), considering the partnership of private higher education institutions with the Programa Escola da Família (Family School Program) and its relations with the expansion and privatization of higher education in São Paulo. In a qualitative way, the research included the collection and analysis of documents in the State Department of Education and interviews with its managers in order to ascertain its history. It also describes and analyzes the implementation of the Projeto Bolsa Universidade (University Scholarship Project), from 2003 to 2014. The evolution of the PEF and PBU in these eleven years points to a marked reduction in the number of schools attended and of Higher Education Institutions involved, while the number of attendance to the fellows decreases in a much smaller proportion. The investigation found an absence of data and a great difficulty of access to the information public on the financing and real cost of the PBU. The research reveals the trajectory of this public policy and the changes that have made it shift the focus from basic education to subsidy to private superior education.

Esta Tese tem como objeto de estudo a compreensão das mútuas influências exercidas entre escola e família no processo de inclusão escolar. Seu objetivo foi o de identificar como a inclusão escolar da criança com deficiência visual influencia sua relação familiar e como esta reflete no processo de inclusão destas crianças. O relacionamento familiar e a inclusão escolar, temas de grande relevância para a compreensão do desenvolvimento e interação dos indivíduos com deficiência, tem sido objeto de investigações, contudo acerca das influências entre eles nada foi encontrado no rastreamento realizado nas fontes pertinentes ao tema. Esta investigação é composta por um estudo em profundidade de quatro famílias nas quais havia crianças com cegueira ou com baixa visão. Pautou-se pela modalidade de abordagem qualitativa, descritiva e exploratória coletando dados das famílias, de professores e da coordenadora de instituição especializada. Foram realizadas entrevistas semi estruturadas com as crianças com deficiência visual, com suas mães e com a coordenadora da instituição especializada e levantados dados por meio de questionário dos professores da escola regular que atuavam com esses alunos. A análise desse material registrado por escrito evidenciou o papel fundamental da interação entre famíliaescola para o processo de inclusão escolar. Ficou assinalado que as famílias ao estabelecerem atitudes cooperativas junto à escola favoreciam a inclusão, da mesma forma que, na escola, atitudes de abertura e disponibilidade para atender às necessidades específicas dos alunos com deficiência, configuraram-se como fundamentais para a interação e desenvolvimento dos mesmos. A análise evidenciou que a inserção do aluno com deficiência visual na escola afetava a dinâmica familiar, alterando-a e trazendo para as famílias novas perspectivas acerca do desenvolvimento da criança e das expectativas e confiança nela. Constatou, também, que atitudes de preconceito, barreiras atitudinais e déficit na formação de professores afetavam de forma negativa o processo de inclusão. É a preocupação com as condições educacionais para o desenvolvimento de crianças com deficiência visual que deu sentido ao mergulho junto às famílias das crianças deste estudo com o objetivo de compreender e identificar as mútuas influências exercidas entre escola e família nesse processo de inclusão escolar e social. A reflexão sobre os dados desta pesquisa confirmam que a relação entre escola e família influencia diretamente a inclusão do aluno com deficiência no ambiente escolar. A relevância das relações escola família para o processo de inclusão sugere que se de continuidade aos estudos sobre este tema para aprofundar a compreensão a esse respeito. / The framework study of this thesis is the understanding of the mutual influence role exerted between family - school , during the scholar inclusion process.The thesis objective is to identify how the process of scholar inclusion of visual deficient child influences his familiar relationship, and reversely, how the family influences the child in the process of scholar inclusion. The familiar relationship and the scholar inclusion process is a highly relevant theme to understand the deficient child development and interaction. Besides being subject of investigations , nothing has been found by consulting pertinent sources related to the mutual influence role over the mentioned theme. The carried out investigation is a broad study over children with blindness or subnormal vision involving four families. The investigation was taken based upon qualitative,descriptive and exploratory approachs by gathering data from the family, professors and specialized institution coordinators. Semi structural interviews were conducted with deficient children, their respective mothers, and specialized institution coordinators. The regular school teachers of these children responded to a questionnaire for data gathering. The written recorded data analysis has made evident the fundamental role of the family - school interaction regarding to the scholar inclusion process. The family cooperative attitude regarding to the school has remarkably favoured this process. At the school side, the opening and availability attitudes, in attendig the visual deficient student, are fundamental elements for the interaction and development of them. The gathered data analysis has brought into light that the familiar dynamics was affected by the visual deficient insertion at school.The familiar dynamics was altered bringing new perspective to the family regarding to the child development, hopes and trust. It was also found that discriminating attitudes, behaving manner restriction and professors inadequate formation, negatively affected the inclusion process. The main concern of this thesis is the educational condition regarding the visual deficient child. To the referred concern was givem a motive for a study involving the family of the visual deficient child. The objective aimed at this study was the understanding and identification of mutual influences as exerted between the school and family in the social and scholar inclusion process. The findings drawn from the searching data lead to a conclusion that the relationship between school and the family, directly influences the student with visual deficiency inclusion in the scholar environment. The relevant relationship between family and school in the inclusion porcess put forward for consideration a study continuity to deeply understand this theme.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-12T09:27:03Z No. of bitstreams: 1 Luciana Nogueira de Souza.pdf: 1181252 bytes, checksum: 7fccb0004ed918df72fea0e75e082939 (MD5) / Made available in DSpace on 2018-12-12T09:27:03Z (GMT). No. of bitstreams: 1 Luciana Nogueira de Souza.pdf: 1181252 bytes, checksum: 7fccb0004ed918df72fea0e75e082939 (MD5) Previous issue date: 2018-11-06 / The study commences with the finding - based on the School Census (Censo Escolar Inep/MEC) data in recent years – that there is an ever-increasing rate of enrolment in and expansion of the numbers of private primary and private secondary schools in Brazil, and this trend is equally applicable to the state of São Paulo and the city of Guarulhos. However, there are few studies which focus on the choosing of education within the private education sector in our country, especially with regards to the less wealthy population. It is within this context that the present study aims to understand the strategies which families adopt when choosing a private school in the city of Guarulhos. To this end, nine families, which had enrolled their children in the first year of secondary school in 2017, were selected, since the latter education level had the largest number of enrolments. The methodology followed was the use of semi-structured interviews with the families, which were later analysed and categorised from the standpoint of analysis of the discussion arising out of the interviews. The study showed that the procedure used in selecting an education institution is influenced by the perception of what constitutes a good school, as formed by the various life and social experiences undergone by the families. It was shown that the strategies used by the family group in the selection of a school are limited, since they are adopted as a means of avoiding public schools and are restricted by the family's financial situation. Nevertheless, some strategies stood out throughout the school selection process, namely: pedagogical issues, family financial situation, academic environment, geographic location, school staff, infrastructure, and information gathered about the education establishment and its extra-curriculum activities / Este estudo parte de constatação, baseada nos dados do Censo Escolar Inep/MEC dos últimos anos, de que há uma expansão contínua do número de matrículas e de escolas particulares da educação básica no Brasil, bem como no estado de São Paulo e na cidade de Guarulhos. No entanto, ainda são poucos os estudos voltados à educação privada sob o prisma da escolha de escola no País, principalmente no que tange à população menos abastada. Diante desse contexto, o presente estudo teve como objetivo compreender as estratégias que as famílias lançavam mão no processo de escolha de escola por uma unidade particular de Guarulhos. Para tanto, foram selecionadas nove famílias que haviam matriculado os filhos no sexto ano do ensino fundamental em 2017, visto que esse nível de ensino foi o que teve o maior número de novas matrículas. O procedimento metodológico pautou-se pelo uso de entrevistas semiestruturadas com as famílias, sendo, posteriormente, analisadas e categorizadas sob a ótica da análise do discurso. Os resultados evidenciaram que o processo de escolha de estabelecimento de ensino é influenciado pela concepção de boa escola, através de experiências vivenciadas e socialmente construídas pelas famílias. Verificou-se que as estratégias utilizadas pelo grupo familiar na escolha de escola são limitadas, uma vez que se dão mediante o evitamento da escola pública, mas que esbarram nas condições financeiras da família. Contudo, algumas estratégias se destacaram ao longo do processo de escolha da escola, a saber: questões pedagógicas; questões financeiras da família; o ambiente escolar; a localização geográfica da escola; a sua infraestrutura; os seus funcionários; as informações obtidas sobre o estabelecimento de ensino; e as atividades extraclasse ofertadas na instituição