Navegando por Palavras-chave "Family And School"

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    Significados e sentidos de escolarização para famílias e estudantes do ensino técnico integrado ao médio: um estudo à luz da teoria histórico-cultural
    (Universidade Federal de São Paulo (UNIFESP), 2019-08-29) Soares, Priscilla Antunes Ferreira [UNIFESP]; Martins, Edna [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research aimed to understand the meanings and senses about the schooling process present in the expectations of some students from the Integrated Technical High School and their families, as well as elucidating the resonances of these expectations for the development of self-concept/self-perception of success or failure in school for these students. The research was based on the Historic Cultural Theory and considered as units of analysis the perceptions of families and students about school success and failure regarding their performance and school trajectory. The study took place in a federal public education institution in the city of São Paulo with seven students from Integrated Technical High School - all accompanied by the Sociopedagogical Board - which is a campus sector articulated by a multidisciplinary team of servers with interdisciplinary action that assists the development. of the educational process - and with their families. The qualitative research methodology was mainly based on the analysis of the interviews and other documents, such as registration forms, school reports and others from the educational institution. The results showed that expectations about schooling influence the internalization of meanings and the formation of senses, positive or negative, about the schooling process and interfere with students' school performance. Positive expectations influence the formation of schooling senses that contribute to the self-perception of success in the schooling process, while exposure to negative expectations influences the formation of schooling senses that may be linked to the self-perception of school failure. The study also contributed to the emergence of elements that will enable future analyzes about the possibilities of interventions of education professionals with students and their families. The results corroborate the overcoming of the student-centered school complaint and the family and the disruption of prejudices delimited to the relations established between school and family.