Escola e comunidade: um estudo sobre a participação das famílias na Escola de Ensino Fundamental e Médio Anastácio Alves Braga, Itapipoca, Ceará

Abstract

This dissertation is developed within the scope of Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). In this case of management, it is assumed that the participation of families in school activities is essential for strengthening the actions developed by the school, as well as positively influencing the teaching and learning process. However, the partnership between family and school, in some educational institutions, is still less than desirable. Considering this theme, this study starts from the hypothesis that the low participation in the school is related to factors such as the scarcity of projects developed by the institutions and that stimulate such action, the fragile socioeconomic condition of these families, the use of ineffective mechanisms of communication between the students. segments and the need to implement actions that corroborate democratic and participative management in the school routine. Given the facts, we propose the following guiding question for this case: what actions can be implemented to encourage the participation of families in the activities of the Escola de Ensino Fundamental e Médio Anastácio Alves Braga? Thus, the main objective of this management case is to identify and analyze the reasons for the low participation of families in the actions of the Escola de Ensino Fundamental e Médio Anastácio Alves Braga, with a view to proposing changes in this scenario. And as specific objectives: a) describe the participation of the family nucleus in the actions and projects of that school; b) analyze the factors associated with this small participation; and, c) propose actions that increase the participation of parents, guardians, students, teachers and employees in the decisions and projects developed by the institution. The theoretical foundation is based on studies of Lück (2018), Paro, (1996, 2008, 2016), Libâneo (1994, 1996) and Cury (1997), among others. To comply with the intentions, the case study methodology with a qualitative approach was adopted. Managers, teachers, parents and/or guardians and student(s) participated in the study. The analyzes make it possible to perceive the need for the institution to take the leading role in changing this context, offering possibilities for the participation of families and their interactions with other members of the community, to contribute to the cognitive and social development of students.