A participação das famílias na escola: possibilidades e limites de aproximação em uma escola estadual de Minas Gerais

Abstract

This dissertation is developed within the scope of the Professional Master's Degree in Education Management and Assessment at the Center for Public Policies and Education Assessment at the Federal University of Juiz de Fora (CAEd/UFJF). The management case analyzes the participation of parents in bimonthly meetings and decision-making processes, election for management and school collegiate at “Olhos D’Água” State School, located in the interior of Minas Gerais. In this sense, we ask: how can school management encourage parental participation in meetings and decision-making processes at “Olhos D’Água” State School? The present management case has the general objective of investigating and analyzing how school management can encourage the participation of family in bimonthly meetings and decision-making processes at the “Olhos D’Água” State School. The specific objectives are I - Describe the current legislation on the family and school relationship and the participation of parents and/or guardians in school processes; II - Present data on the participation of parents and/or guardians in school processes; III - Analyze the potential and difficulties for the participation of parents in bimonthly meetings and in the decision-making processes of that school; IV - Propose strategies for bringing families closer together and articulating them with the “Olhos D’Água” State School. To construct the theoretical framework, we used the concepts of participation, media and technological resources present in contemporary families, the concept of family participation in school and the concept of participatory democratic management. The methodology used is qualitative, using bibliographic research and documentary analysis. For field research we carried out interviews with fathers, mothers or guardians and questionnaires with teachers and managers. In conclusion, when we realize that families place work, schedule, among others, as limiting their participation in school, we believe that mutual respect, shared knowledge and clear communication are fundamental to enable these institutions to come together. Given this scenario, the actions established for the intervention are: presentation of the research to teachers, creation of a family and school WhatsApp group, virtual meetings and educational projects with the participation of families.