Made available in DSpace on 2014-12-17T14:36:45Z (GMT). No. of bitstreams: 1
FabiolaFG_DISSERT.pdf: 1799898 bytes, checksum: d71da29825e931498fe4340ca7d41d31 (MD5)
Previous issue date: 2012-09-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study approaches the relations of family and school, from the perspective of the family. It
aims to analyze the meanings attributed by family to the school as a space for plural
relationships, and understand the relations that these mothers constitute culturally with
schools and their everyday pedagogical practices. When we seek to understand this
problematic, it was established as guiding principles of the search in/from/with everyday life.
Accordingly, we focused on, as main interlocutors, mothers and authors such as Certeau
(1994), Morin (2000) and Freire (1978), among others, on the understanding that cultural
diversity is an essential element of the complex relationship between family and public
school, because they come from different cultural contexts. In the course of the research it
was made the use of the procedure of dialogic conversation as a production process and
information analysis. The current analysis highlights that families observe the difference
between cultural and report that they are from different socio-political context set by the
school, they came from rural areas and their lives were marked by the struggle for survival,
and the work activity has been present since their childhood. For the families that participated
in this research the school is/was not part of the cultural repertoire significance in their lives
and it feels that they attribute to them, are in negotiations with their symbolic universe. The
mothers hold a speech of a schoolar binding and pertencing, but the school has the time as
possible in their daily lives. Thus, the dynamics of family and school relationships, is
configured as complex, and the ambiguity in maternal speech marks a thinking/doing about
the school in which they demonstrate ways of making the common man, involving the art of
duplicity of the saying and doing, gimmnicks and antidiscipline / Esta pesquisa aborda a rela??o fam?lia e escola, sob a perspectiva familiar. Tem como
objetivos analisar os sentidos atribu?dos pelas fam?lias ? escola, como espa?o de rela??es
plurais e compreender as rela??es que as m?es constituem culturalmente com a escola e suas
pr?ticas pedag?gicas cotidianas. Neste processo de pesquisa foram definidos como
orientadores os princ?pios da pesquisa no/do/com o cotidiano, privilegiando-se, como
interlocutores principais as m?es e os autores como Certeau (1994), Morin (2000) e Freire
(1978), dentre outros. No processo de produ??o dos dados, fez-se uso do procedimento da
conversa dial?gica. Assim, a partir da conversa dial?gica foram elaboradas an?lises e
reflex?es em que se evidencia que as fam?lias s?o oriundas de um contexto sociopol?tico
distinto do configurado pela escola. A escola est? em processo de negocia??o com os
universos simb?licos das fam?lias, os sentidos que as fam?lias atribuem a ela est?o vinculados
aos seus contextos de vida e ?s suas hist?rias. Nesse processo din?mico se configura a
ambiguidade e a duplicidade dos discursos familiares que mant?m um discurso de vincula??o
e pertin?ncia escolar, mas a escola em seus cotidianos tem o tempo poss?vel. A din?mica da
rela??o entre a fam?lia e a escola se configura como complexa, sendo a ambiguidade nos
discursos maternos a marca de um pensarfazer sobre a escola no qual se configura as
maneiras de fazer da pessoa comum, que envolvem as artes da duplicidade do dizer e fazer,
ast?cias e antidisciplinas
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14547 |
| Date | 27 September 2012 |
| Creators | Girardi, Fabiola Fontenele |
| Contributors | CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Nascimento, D?bora Maria do, CPF:42320429468, http://lattes.cnpq.br/6004844383305448, Soares J?nior, Francisco Cl?udio, CPF:40660796449, http://lattes.cnpq.br/8594420871529170, Coutinho, Karyne Dias, CPF:93225873004, http://lattes.cnpq.br/6013805360280552, Sampaio, Marisa Narcizo, Ribeiro, M?rcia Maria Gurgel |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0025 seconds