A visão dos pais e responsáveis sobre a vida escolar de alunos do Ensino Fundamental I

Abstract

This research aims to understand the value of school education, based on the perception of students' parents/guardians. The questions that guided its elaboration are: What is the view of parents/guardians regarding their children's school education? Do those responsible see the importance of studying? Due to studying and working, some parents justify not participating in their children's school lives. The general objective was to investigate the view that parents/guardians have on school education today and the value they attribute to the topic. The data collection was carried out in a school located in a city in the metropolitan region of the state of São Paulo. The subjects of this research were the parents/guardians of students enrolled in the aforementioned school in the first stage of Elementary Education (Elementary Education I, from the 1st to the 5th year). During the school unit's parent-teacher meeting, a questionnaire was administered using the Likert scale. The questions were organized into demographic questions, statements of the degree of agreement, and statements of frequency of action, both related to issues relating to the school and the school life of the children/dependents of these parents/guardians. There were seventy valid responses were analyzed by crossing the responses from the level of agreement questionnaires that aimed to measure the respondents' appreciation of the subject, with the responses to the action frequency statements. The results indicate that there is a lot of value that these parents/guardians attribute to the school, but the actions they carry out regarding their children's school education are carried out to a lesser extent, that is, no matter how much importance they attribute to the topic, they are unable to transform it. They in everyday actions, meet the school's expectations, but they do so in the way they can and understand their role and responsibility in their children's school lives. The factors that seem to lead to this distance between belief and practice are related to the social conditions of life, work, and schooling of these parents/guardians. It is concluded that the belief in valuing education is close to what the school expects from families, however, the school's perception of these families' lack of interest is due to the concrete impossibilities of the families/guardians of the student's lives