Participación de los tutores en la escuela: la perspectiva de los docentes
DOI:
https://doi.org/10.34019/1982-1247.2020.v14.27418Palabras clave:
Relación escuela/familia, Prácticas de participación de los padres en la escuela, Representaciones de los profesoresResumen
En el presente estudio participaron 313 profesores de ocho concejo de la región de Alentejo (Portugal) y tuvo como objetivo analizar: I) Tipos de prácticas participativas más recurrentes de los padres en las escuelas; II) Actividades para promover la participación de los tutores (EE); III) Barreras para la participación de los EE; IV) Aspectos que pueden mejorar dicha participación. Las prácticas recurrentes para involucrar a los EE son las del Tipo 2, 4, 5 y 6; se identifican como actividades comunes para la participación de los EE la celebración de fiestas; como barreras se presentan la no disponibilidad de los EE para acompañar al educando o para establecer comunicación con la escuela.
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Sanders, M. G., Epstein, J. L., & Connors-Tadros, L. (1999). Family Partnerships with High Schools: The Parents’ Perspective. Center for Research on the Education of Students Placed At Risk (CRESPAR), Report n. 32. Recuperado da base de dados ERIC. (ED428148)
Symeou, L. (2001). Family-school liaisons in Cyprus: an investigation of families’ perspectives and needs. In F. Smit, K. Wolf & P. Sleegers (Eds.), A bridge to the future: collaboration between parents, schools and communities (pp. 33-43). Nijmegen: Institute for Applied Social Sciences, University of Nijmegen. Recuperado de: http://eds.a.ebscohost.com/eds/ebookviewer/ebook/ZTAwMHR3d19fNzU1ODUzX19BTg2?sid=bf014d82-e339-4de8-988b-e3b7e040a9ce@sessionmgr4010&vid=0&format=EB&rid=1
Conselho Nacional de Educação (2015). Recomendação nº 2/2015, de 25 de março.: Recomendação sobre Retenção Escolar nos Ensinos Básico e Secundário. Diário da República nº 59, Série II. Lisboa: Assembleia da República. Recuperado de http://www.cnedu.pt/content/deliberacoes/recomendacoes/Recomenda%C3%A7%C3%A3o_sobre_Reten%C3%A7%C3%A3o_Escolar.pdf
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45. 740–763. doi:10.1037/a0015362
Lahaye, W., Nimal, P., & Couvreur, P. (2001). Young people’s representations of school and family relationships in Belgium. In F. Smit, K. Wolf & P. Sleegers (Eds.), A bridge to the future: collaboration between parents, schools and communities (pp. 201-212). Nijmegen: Institute for Applied Social Sciences, University of Nijmegen. Recuperado de: http://eds.a.ebscohost.com/eds/ebookviewer/ebook/ZTAwMHR3d19fNzU1ODUzX19BTg2?sid=bf014d82-e339-4de8-988b-e3b7e040a9ce@sessionmgr4010&vid=0&format=EB&rid=1
Mafa, O., & Makuba, E. (2013) . The Involvement of Parents in the Education of their Children in Zimbabwe’s Rural Primary Schools: The Case of Matabeleland North Province. Journal of Research & Method in Education, 1, 37-43. Recuperado de:
Md. Nor, S., & Neo, J. W. (2001). Involving parents in children’s education: what teachers say in Malaysia. In F. Smit, K. Wolf & P. Sleegers (Eds.), A bridge to the future: collaboration between parents, schools and communities (pp. 167-175). Nijmegen: Institute for Applied Social Sciences, University of Nijmegen. Recuperado de: http://eds.a.ebscohost.com/eds/ebookviewer/ebook/ZTAwMHR3d19fNzU1ODUzX19BTg2?sid=bf014d82-e339-4de8-988b-e3b7e040a9ce@sessionmgr4010&vid=0&format=EB&rid=1
OECD (2017). PISA 2015 Results (Volume III): Students’ Well-Being. Paris: OECD. Recuperado de: http://dx.doi.org/10.1787/9789264273856-en
Rodrigues, M. L., Alçada, I., Calçada, T., & Mata, J. (2017, Maio). Apresentação de resultados do Projeto Aprender a Ler e a Escrever em Portugal (relatório de progresso). Fórum das Políticas Públicas, Lisboa: EPIS. Recuperado de: http://www.forumdaspoliticaspublicas.pt/pdf/ale_resultados.pdf
Sanders, M. G., Epstein, J. L., & Connors-Tadros, L. (1999). Family Partnerships with High Schools: The Parents’ Perspective. Center for Research on the Education of Students Placed At Risk (CRESPAR), Report n. 32. Recuperado da base de dados ERIC. (ED428148)
Symeou, L. (2001). Family-school liaisons in Cyprus: an investigation of families’ perspectives and needs. In F. Smit, K. Wolf & P. Sleegers (Eds.), A bridge to the future: collaboration between parents, schools and communities (pp. 33-43). Nijmegen: Institute for Applied Social Sciences, University of Nijmegen. Recuperado de: http://eds.a.ebscohost.com/eds/ebookviewer/ebook/ZTAwMHR3d19fNzU1ODUzX19BTg2?sid=bf014d82-e339-4de8-988b-e3b7e040a9ce@sessionmgr4010&vid=0&format=EB&rid=1
Conselho Nacional de Educação (2015). Recomendação nº 2/2015, de 25 de março.: Recomendação sobre Retenção Escolar nos Ensinos Básico e Secundário. Diário da República nº 59, Série II. Lisboa: Assembleia da República. Recuperado de http://www.cnedu.pt/content/deliberacoes/recomendacoes/Recomenda%C3%A7%C3%A3o_sobre_Reten%C3%A7%C3%A3o_Escolar.pdf
Publicado
2020-05-30
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Dossiê Temático Engajamento Escolar
