Psicologia escolar e a relação família-escola no ensino médio : estudando as concepções desta relação

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The family-school relation is a field of School Psychology, which contributes to the improvement of educative process by theoretical and practical committing with questions related to school, its processes and actors. Family and school are the two first’s social and educational contexts where child lives and they function as reference to life in society. Although they share the task of preparing children and adolescents to the partner-economic and cultural life, they have distinct functions and differ in their teaching objectives. The historical review about the family-school relation points that school has an idealized familiar model, it blames the families for the difficulties lived by the students at school and teaches the parents to act in the educational process, trying to adequate children and family to school’s necessity. Having as conceptual bases the historical-cultural perspective of the Human Development, the Theory of Social Relations and Interactions and the Abilities’ Development, this work had as objective to investigate the conceptions concerned the family-school relation, next to school psychologists, teachers, parents and students of Distrito Federal high schools. The data were constructed from individual interviews with 16 participants and collective interviews with two groups. The qualitative analysis supplied a data representation by categories that defined and represented the participants’ main ideas. The results indicated that the objective of family-school relation is the integral formation of the son-students, in which the standard of this relation, kept for the parents and the school, is based on the problems’ occurrence. In teachers’ conception, there is a familiar model that adjusts better to the educational necessities, which is not carried out by the parents and what takes to the school the task of teach them what they need to make. Family and school know its own specific responsibilities and each other’s, however, they do not recognize the shared functions between the systems, due to their common educative function. According to the teachers, the parents cannot participate of questions related to school content and planning, because these are teachers’ pedagogical specific abilities. Related to the students’ mediate function, the adolescent is pointed as a messenger between school and family, and it isn’t known any different form of materialize the students’ mediation. So, it is defended preventive and relationary performance of School Psychology next to the family-school relation, focusing the objective and subjective aspects of the relation and contributing for the establishment of dialogue and listening to both systems. It’s emphasized how important is the conscientization about subjective directions of the relation in which the different actors are involved; the identification of different forms to the systems relate, independent by problems; the student positioning while central and mediator element of the family-school relation, bringing new looks to the relation and to the other actors’ actions; the definition of how parents can participate in school questions; the identification of the common functions to the systems, preventing bothering occurred by not corresponded expectations; the responsibility and specific ability of the school and its professionals up against the transformation of family-school relation.

ASSUNTO(S)

subjectivity relação família-escola psicologia subjetividade school psychology abilities development and mediation desenvolvimento de competências e mediação psicologia escolar family-school relation

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