Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-08T11:34:35Z No. of bitstreams: 1 vanessaceliadesouzarabelo.pdf: 1759967 bytes, checksum: 2223a9361deecea92f509920306e0caf (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-09T10:51:19Z (GMT) No. of bitstreams: 1 vanessaceliadesouzarabelo.pdf: 1759967 bytes, checksum: 2223a9361deecea92f509920306e0caf (MD5) / Made available in DSpace on 2016-09-09T10:51:19Z (GMT). No. of bitstreams: 1 vanessaceliadesouzarabelo.pdf: 1759967 bytes, checksum: 2223a9361deecea92f509920306e0caf (MD5) Previous issue date: 2013-11-19 / Para investigar o envolvimento entre família com filho com Síndrome de Down (SD) e escola inclusiva, quatro famílias foram visitadas e os genitores responderam: questionário sócio demográfico, entrevistas, inventário e checklist. Quatro professoras também foram entrevistadas e responderam ao checklist. Os resultados das famílias mostraram que há compartilhamento nos cuidados com o filho com SD, os genitores apresentaram poucas habilidades educativas parentais, mas atitudes favoráveis à educação inclusiva. As professoras relataram que a inclusão é um processo importante, mas não se percebem como agentes ativas deste processo. Em geral, o envolvimento família-escola, segundo as mães, ocorre predominantemente na dimensão pais-alunos, segundo as categorias de orientação, participação e avaliação, tanto nas áreas acadêmica e não acadêmica. Segundo as professoras, esse envolvimento ocorre em diversas dimensões incluindo pais, alunos, professores, direção escolar, principalmente, na atividade de orientação, tanto na área acadêmica como não acadêmica. Os resultados corroboram a literatura, reafirmando a importância do envolvimento de todos para a obtenção de resultados satisfatórios com o aluno com SD. / To investigate the involvement between family with son with Down Syndrome (DS) and inclusive school, four families were visited and the parents replied: demographic questionnaire, interviews, inventory and checklist. Four teachers were also interviewed and replied the checklist. The families results showed that there is share in the care of their child with Down syndrome, the parents had few parenting skills, but favorable attitudes to inclusive education. The teachers reported that inclusion is an important process, but do not perceive themselves as active agents in this process. In general, the family-school involvement, according to the mothers, occurs predominantly in parents- students dimension, according to the categories of guidance, participation and evaluation, both in academic and non- academic areas. According to the teachers, this involvement occurs in several dimensions including parents, students, teachers, school administration, especially in mentoring, both in academic and non- academic areas. The results corroborate literature, reaffirming the importance of involvement of everybody to obtain satisfactory results with the student with DS.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-10T18:48:05Z No. of bitstreams: 1 cristinafuentesmejia.pdf: 2845797 bytes, checksum: 3a59d9881d7d29afc93ba9d04c7f523d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-11T15:12:26Z (GMT) No. of bitstreams: 1 cristinafuentesmejia.pdf: 2845797 bytes, checksum: 3a59d9881d7d29afc93ba9d04c7f523d (MD5) / Made available in DSpace on 2018-04-11T15:12:26Z (GMT). No. of bitstreams: 1 cristinafuentesmejia.pdf: 2845797 bytes, checksum: 3a59d9881d7d29afc93ba9d04c7f523d (MD5) Previous issue date: 2017-12-13 / Este estudo teve como objetivo geral analisar e caracterizar a relação família-escola, sob a perspectiva da legislação educacional inclusiva da Colômbia e do Brasil, gerando um diálogo entre estes dois países; da perspectiva de famílias dos estudantes sem e com deficiência e de gestores educacionais de escolas regulares no Brasil. Trata-se de um estudo descritivo-interpretativo realizado em duas fases: uma pesquisa documental de análise da legislação educacional e uma pesquisa empírica com fontes humanas. Na primeira fase caracterizou-se a relação F-E a partir da análise de documentos acerca da inclusão educacional, construídos e gerenciados, principalmente, pelos Ministérios de Educação ou por outras entidades governamentais da Colômbia e do Brasil. Para o Brasil, foram analisados o total de 33 documentos federais ao longo do período de 1988 a 2014, enquanto para a Colômbia, trabalhou-se com o mesmo número de textos no período de 1991 a 2014. Como resultados dessa primeira fase do estudo, encontrou-se que a relação F-E não representa o núcleo central na legislação educacional inclusiva em nenhum dos dois países. Contudo, na legislação colombiana identificaram-se conteúdos mais detalhados sobre os mecanismos de participação da família na escola, em contraste com os achados na legislação brasileira. Os conteúdos aludem, de forma fragmentada, aos dois sistemas (F-E) e suas interações, o que permite asseverar que há referências implícitas e genéricas na legislação de ambos os países no que tange a esse envolvimento. Na segunda fase dessa investigação, foram participantes 25 famílias de EsD, EcD e quatro gestores educacionais de duas escolas estaduais em uma cidade do interior do estado de Minas Gerais-Brasil. Empregaram-se os seguintes instrumentos: Questionário de Caracterização do Sistema Familiar, Checklist da Rotina Compartilhada e Envolvimento entre Família-Escola: versão para pais e professores e entrevistas focalizadas/semi-estruturadas para famílias e gestores. Através dos dados do Questionário, encontrou-se que todas as famílias do estudo mostram-se homogêneas no que tange ao tipo de residências, rotina diária, atividades de lazer e religião. Trata-se de famílias que moram em casas próprias, têm o tempo diário dividido entre as atividades de cuidado com os filhos e atividades laborais e apresentam uma única forma de aproximação F-E, o auxílio aos filhos para realização dos deveres de casa. Por meio do Checklist, evidenciou-se que, para as famílias, a relação F-E apresenta mais ocorrência na dimensão pais-aluno, nas áreas acadêmicas e não acadêmicas, nas atividades de Orientação, Participação, Informação e Avaliação, enquanto que o envolvimento F-E para os gestores apresenta mais ocorrência na dimensão professor-direção nas duas áreas e nos quatro tipos de atividades. Os relatos obtidos a partir das entrevistas permitiram construir um sistema categorial para o entendimento das especificidades do envolvimento F-E. Conclui-se que a interação entre F-E favorece processos de desenvolvimento humano, além de possibilitar a construção de práticas educacionais inclusivas. / The aim of this study was to analyze and characterize the relationship family-school (F-S) from the perspectives of the Colombian and Brazilian inclusive educational legislation, the families with students with and without disability (EwD and EwoD) and managers from Brazilian regular schools. This is a descriptive-interpretative study that has been done in two phases: an educational legislation documentary analysis research and an empirical research with human sources. In the first phase, the relationship (F-S) was characterized, by analyzing documents about inclusive education that were elaborated and addressed by the Ministries of Education or by any other government entity from these countries. In the Brazilian case, were analyzed 33 federal documents issued in the 1988-2014 period. In the Colombian case, were analyze 33 national documents too, issued in the 1991-2014 period. It was found that the relationship F-S it´s not the central core of the educational inclusive legislation in none of the countries. However, in the Colombian legislation, it was identified more detailed contents of participation mechanisms of the families in the school, opposed to the finds in the Brazilian legislation. The content points in a fragmented way to both systems (F-S) and their interactions, this allows to affirm that, they are implicit and generic references in the legislation regarding to this link. In the empiric phase, there was a participation of 25 EwoD, EwD families and four school managers from a city in the Minas Gerais State, Brazil. The following instruments were used: Questionário de Caracterização do Sistema Familiar, Checklist da Rotina Compartilhada e Envolvimento entre Família – Escola: version for parents and teachers and focal/semi structured interviews for families and managers. The questionnaire allowed to find homogeneity in the families in aspects like kind of residence, daily routine, leisure activities and religion. This is about families who lived in their own house and divided their time between the care of the children and their occupational activity. Also, this indicates that the unique approach F-S happened when the parents/guardians helped their children to do the homework. By using the Checklist was evident that, for the families, the relationship F-S in the parents-student dimension occurs more in the academic and no academic field, and in the guidance, participation, information, and evaluation activities. In the other hand, the link F-S for manager it´s more frequent in the teacher-director dimension in the two fields and in the four kind of activities mentioned. The stories from the interviews allowed to make a categorical system to construct and understand the specificities of the link F-S. It is concluded that the interaction between F-S favors processes of human development, in addition to enable to build inclusive educational practices.

Syftet med studien är att undersöka hur skolkuratorer ser på samverkan mellan hem och skola och att identifiera vilka förhållningssätt i socialt arbete samt förebyggande och åtgärdande insatser som skolkuratorer använder i föräldrasamverkan. Betydelsen av föräldrars delaktighet i barnens skolgång är erkänd internationellt, tillsammans med skolkuratorers roll i samverkan mellan hem och skola. Behov av mer förebyggande arbete i form av samverkan mellan hem och skola lyfts fram internationellt, medan behovet av mer främjande och förebyggande arbetet i Sverige lyfts fram utan någon tydlig koppling till föräldrasamverkan. Det finns ingen svensk forskning om skolkuratorers roll i skolans föräldrasamverkan. För informationsinsamling har fem skolkuratorer i grundskolor inom Örebro län intervjuats. Materialet har analyserats med hjälp av tre teoretiska modeller. Resultaten visar att kuratorerna ser många uttryck i skolan för att hem och skola ska vara åtskilda och att de önskar en ökad samverkan. Kuratorerna använder de olika praktikteoretiska förhållningssätten uppgiftscentrerat, systemteoretiskt, empowerment och antiförtryckande förhållningssätt i sitt arbete, med tonvikt på det förstnämnda. Kuratorerna arbetar i högre grad åtgärdande än förebyggande. / The purpose of this study is to examine the view of school counselors concerning the cooperation between the home and school and to identify what practice theories in social work as well as preventive and treatment efforts are used in the cooperation with parents. The importance of parent participation in education are internationally recognized, as well as school counselors´ part in cooperation between school and families. Need of more prevention work are highlighted internationally, combined with models for school and family cooperation. Prevention perspective is also a part in the guidelines for Swedish school health care, but the connection to school and family cooperation is weak. There is no Swedish research concerning school counselors´ role in the cooperation with parents. To collect new information in this area five school counselors working in Örebro län has been interviewed. The material has been analyzed with the help of three different theoretical models. The result shows that even though the counselors want more cooperation there are many signs and expressions to keep the school and parents divided. There are a few different approaches used by the counselors, the task centered, the system theoretical, empowerment and the anti-oppressive. The most used approach is the task centered and the work is more focused on treatment activities than prevention.

The topic of this diploma thesis is communication and cooperation of school and parents about home preparation of pupils. The theoretical part is divided into two parts. The first part deals with home preparation and homework. There are mentioned some suggestions how the homework should look like, how to set it in class and how to evaluate it. A very important section of the theoretical part is a chapter about positive and negative influences of homework. The second part is concerned with communication and cooperation of school and parents about home preparation. We map the possibilities of parent-teacher cooperation concerning home preparation of students. Moreover, we describe how to involve parents in home preparation and how to proceed. There are also recommendations for parents. In the empirical part of this thesis, we research attitudes of parents, teachers and pupils to home preparation. The main method was a questionnaire supplemented with semi-structured dialogues with some of the respondents (teachers and parents). The results of the research show that teachers have a positive attitude towards homework and that teachers think that homework is important. The attitude of parents and pupils is neutral. The majority of parents think teachers should set homework.

Made available in DSpace on 2016-01-26T18:49:29Z (GMT). No. of bitstreams: 1 DISSERTACAO_EDUCACAO_Ana Paula Jardim_ texto.pdf: 559679 bytes, checksum: 1cdad27fe9772a0909b4bcd875ed747c (MD5) Previous issue date: 2006-03-15 / This present study, followed by the Case Studies research, based on the psychoanalys postulated had as goals: studying the creation of relationship between families and school, analyze the family importance in the learning process of the child and hold offers of action to school and to the family. The parents of ten students, both sexes, at the age of about six years old and the first grade elementary school teacher made up the sample. The research was held in a public teaching school in a city situated in the north of Paraná during the period of April to October of 2004. The collection procedure and the study information analysis obeyed the following steps: interview with the school staff to ask for permission to develop the work; creation of a letter parents and teacher agreement to develop the research; creation and application of a questionnaire to the parents and the teacher, with objective questions about the familiar operation, as well as the child adjustment to school life; quantitative and qualitative analysis of the information collected through the questionnaires; doing returning interviews with parents and teachers; organization of offers of action to family and to school. The results showed that the familiar relationship was considered good in it s majority; parents are interested in following their children school education, although some of them have some difficulties in doing it; the teacher s perception is compatible with the parents when it refers to the children behavior, as being: immature, inattentive, without limits, etc Parents have interest in taking part in the offered activities to school. We conclude that there is the need of partnership between the two institutions, so both may attend the need of the children in this phase of school development. / O presente estudo, norteado pela pesquisa de Estudo de Caso e assentados nos postulados da Psicanálise teve por objetivos estudar a formação de um vínculo entre família e escola, analisar a importância da família na aprendizagem da criança e realizar propostas de ação à escola e à família. Compuseram a amostra, os pais de 10 escolares, de ambos os sexos, situados na faixa etária de seis anos, e a professora da primeira etapa do Ensino Fundamental da Rede Pública de ensino. A pesquisa foi realizada em uma escola da rede pública de ensino de uma cidade situada ao norte paranaense durante o período de abril a outubro de 2004. Os procedimentos de coleta e análise dos dados do estudo obedeceu às seguintes fases: entrevista com a direção da escola para a solicitação de autorização do desenvolvimento do trabalho; elaboração do Termo de livre consentimento para os pais e professora para o desenvolvimento da pesquisa; elaboração e aplicação de um questionário para os pais e para a professora, contendo questões objetivas sobre o funcionamento familiar, bem como sobre adaptação da criança à vida escolar; análise quantitativa e qualitativa dos dados coletados através dos questionários; realização de entrevistas devolutivas aos pais e professores; organização de propostas de ação à família e à escola. Os resultados mostraram que o relacionamento familiar foi considerado bom em sua maioria; que os pais encontram-se interessados em acompanhar a educação escolar dos filhos, embora alguns tenham uma certa dificuldade em faze-lo; a percepção da professora é compatível com a dos pais no que se refere ao comportamento dos filhos, tais como: imaturos, desatentos, sem limites, etc.. Os pais têm interesse em participar das atividades propostas pela escola. Concluímos que existe a necessidade de formação de vínculos entre as duas instituições, para que ambas possam atender às necessidades das crianças nesta fase do desenvolvimento escolar.

Made available in DSpace on 2016-07-18T17:54:06Z (GMT). No. of bitstreams: 1 DISSERTACAO_EDUCACAO_Ana Paula Jardim_ texto.pdf: 559679 bytes, checksum: 1cdad27fe9772a0909b4bcd875ed747c (MD5) Previous issue date: 2006-03-15 / This present study, followed by the Case Studies research, based on the psychoanalys postulated had as goals: studying the creation of relationship between families and school, analyze the family importance in the learning process of the child and hold offers of action to school and to the family. The parents of ten students, both sexes, at the age of about six years old and the first grade elementary school teacher made up the sample. The research was held in a public teaching school in a city situated in the north of Paraná during the period of April to October of 2004. The collection procedure and the study information analysis obeyed the following steps: interview with the school staff to ask for permission to develop the work; creation of a letter parents and teacher agreement to develop the research; creation and application of a questionnaire to the parents and the teacher, with objective questions about the familiar operation, as well as the child adjustment to school life; quantitative and qualitative analysis of the information collected through the questionnaires; doing returning interviews with parents and teachers; organization of offers of action to family and to school. The results showed that the familiar relationship was considered good in it s majority; parents are interested in following their children school education, although some of them have some difficulties in doing it; the teacher s perception is compatible with the parents when it refers to the children behavior, as being: immature, inattentive, without limits, etc Parents have interest in taking part in the offered activities to school. We conclude that there is the need of partnership between the two institutions, so both may attend the need of the children in this phase of school development. / O presente estudo, norteado pela pesquisa de Estudo de Caso e assentados nos postulados da Psicanálise teve por objetivos estudar a formação de um vínculo entre família e escola, analisar a importância da família na aprendizagem da criança e realizar propostas de ação à escola e à família. Compuseram a amostra, os pais de 10 escolares, de ambos os sexos, situados na faixa etária de seis anos, e a professora da primeira etapa do Ensino Fundamental da Rede Pública de ensino. A pesquisa foi realizada em uma escola da rede pública de ensino de uma cidade situada ao norte paranaense durante o período de abril a outubro de 2004. Os procedimentos de coleta e análise dos dados do estudo obedeceu às seguintes fases: entrevista com a direção da escola para a solicitação de autorização do desenvolvimento do trabalho; elaboração do Termo de livre consentimento para os pais e professora para o desenvolvimento da pesquisa; elaboração e aplicação de um questionário para os pais e para a professora, contendo questões objetivas sobre o funcionamento familiar, bem como sobre adaptação da criança à vida escolar; análise quantitativa e qualitativa dos dados coletados através dos questionários; realização de entrevistas devolutivas aos pais e professores; organização de propostas de ação à família e à escola. Os resultados mostraram que o relacionamento familiar foi considerado bom em sua maioria; que os pais encontram-se interessados em acompanhar a educação escolar dos filhos, embora alguns tenham uma certa dificuldade em faze-lo; a percepção da professora é compatível com a dos pais no que se refere ao comportamento dos filhos, tais como: imaturos, desatentos, sem limites, etc.. Os pais têm interesse em participar das atividades propostas pela escola. Concluímos que existe a necessidade de formação de vínculos entre as duas instituições, para que ambas possam atender às necessidades das crianças nesta fase do desenvolvimento escolar.

My thesis focuses to parental and teacher's attitude to homework. This work consists of two parts, theoretical and empirical part. Theoretical part contains the terms and definitions of homework. There are a lot of purposes of homework. Another aim is to discover positive and negative effects of homework. A key to success over homework are communication and motivation. The empirical part deals with interviews with parents and teachers. The interview with the parents focused on the main question: What is the attitude of the parents to their child's homework? And the interview with the teachers focused on the main question: What is a purpose of homework? As result came out that the parents agree with the idea of homework and for teachers the purpose of homework is to practise the lessons. KEYWORDS homework, home preparation, parent-teacher communication, family-school cooperation

Children Preferences in Social Interactions in 1st Class Elementary School Abstract Primary goal of this dissertation is to find out the children's preferences in social communications and interactions in the 1st class of elementary school in 2019/2020. Secondary goal is comparation newly researched data with data obtained by doc. Šauerová from her research focused on children preferences in social interactions between 1999 and 2008-2010. This dissertation is divided to theoretical part and practical research. The theoretical part is about the terminology of basic terms. I introduce past researches made by doc. Šauerová and also next researches on preferences in social interactions and interpersonal relationships where I prove wide importance of social contextuality of school and life. All over I point to high importance of Communication in Social Interactions with context to school education and personality development of each children. Practical research is comparative study made by quantitative approach - questionnaire method. Practical research leads to find out the current situation of children's preferences in social communications and interactions in 1st class of Elementary School in the year 2019/2020. The sample of respondents are children between 6 to 8 years old, where I determinates their actual...

Résumé : Les enfants de maternelle dont la préparation scolaire est limitée risquent de présenter des difficultés comportementales nuisibles à leur adaptation ultérieure. L’implication des parents à l’école, plus précisément la collaboration famille-école (CFE), peut représenter un facteur de protection favorisant l’adaptation de l’enfant tout au long de son parcours scolaire. Les écrits scientifiques suggèrent que la CFE jouerait un rôle important dans l’explication des difficultés de comportement, surtout auprès des enfants provenant de familles défavorisées. Cette étude porte sur le rôle de la CFE dans l’explication des difficultés de comportement intériorisé et extériorisé des enfants de maternelle qui présentaient des lacunes sur le plan de leur préparation scolaire. Les analyses de régression linéaire montrent que pour l’ensemble des familles de l’échantillon (n=47), plus il y a de communication entre le parent et l’enseignant, plus il y a présence de comportements extériorisés et intériorisés. Par contre, la CFE modère la relation entre un indice d’adversité constitué du cumul de cinq facteurs de risque sociodémographiques et les difficultés de comportement intériorisé. Ainsi, chez les familles défavorisées, une communication plus fréquente est associée à moins de comportements de type intériorisé. / Abstract : Children with limited school readiness are at risk for behavioral problems, which impact their school adjustment. Parents’ involvement in school, such as family-school partnership (FSP), may be a protective factor improving child's adaptation throughout their school career. Literature shows the important role of the FSP in reducing behavioral difficulties, especially for children from disadvantaged families. This study aims to explain child externalizing and internalizing behavior problems in kindergarten through FSP in children showing a limited school readiness. Linear regressions show that a frequent communication between the parent and the teacher is associate with a greater presence of externalizing and internalizing behaviors for the whole sample (n=47). However, FSP moderates the relationship between the demographics vulnerabilities and internalized child behavior problem in kindergarten. Indeed, for disadvantaged families, when there is a more frequent communication, children have less internalized behaviors.

The thesis deals with the communication of class teacher with the parents in primary school. The current position of this topic within the Czech education system is examined. Educational programs and initiatives focusing on this area of teacher's work are studied. Specific forms of communication available to teachers are presented with their advantages and disadvantages. Four case studies and their final comparison examines teachers' approach to the selection of specific forms of communication and the formation of the overall structure of communication with parents. Case studies describe the forms of communication used by individual teachers. Sources of information about the possible forms of communication, as well as factors that influence the teachers are presented. Individual studies are evaluated in the context of the others and their common and different features are identified. The issue of training of future teachers in this area is discussed. Individual approach of teachers to this topic is observed.