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Abstract(s)
A família e a escola, integrando a comunidade, representam dois dos mais importantes agentes socializadores para crianças e adolescentes, devendo interagir de uma forma saudável e positiva para o seu desenvolvimento, proporcionando um ambiente favorável à aprendizagem de Inglês no 1º Ciclo do Ensino Básico (CEB). Segundo o Ministério da Educação (ME) é importante promover o contacto e a cooperação entre a família e as instituições escolares, na medida em que estes dois sistemas contribuem para a educação de cada criança, sendo fundamental a existência de uma relação próxima entre os dois (ME, 1997, p.43).
Segundo Reis (2007,p.6), “a escola nunca educará sozinha, de modo que a responsabilidade educacional da família jamais cessará. Uma vez escolhida a escola, a relação com ela está prestes a começar. É preciso o diálogo entre escola, pais e filhos.” Este processo de colaboração “tem efeitos na educação das crianças” (ME, 1997, p.23) e na formação de cidadãos aptos para viverem em sociedade.
Desta forma e, tendo em conta a evolução da sociedade, julga-se ser necessário um maior envolvimento da família e da comunidade na vida escolar das crianças, com o intuito de as apoiar nas suas tarefas educativas, através de atividades que as permitam desenvolver-se enquanto cidadãos pró-ativos.
Atendendo a estas considerações, este trabalho tem por base um estudo realizado em contexto de Prática Educativa Supervisionada que teve por objetivo definir, planificar e aplicar (define, plan and review) estratégias que permitam melhorar a relação de parcerias entre a família, a escola e a comunidade bem como fomentar o trabalho colaborativo entre si.
Através da análise de dados recolhidos, e recorrendo às metodologias quantitativa (questionários) e qualitativa (entrevista), pretende-se verificar, entre outros aspetos, quais as expectativas dos professores, encarregados de educação e alunos, relativamente à introdução do Inglês no currículo do 1º CEB. Numa última análise, procurar-se-á verificar quais as atividades realizadas/ ou de possível realização e colaboração com a família, a escola e a comunidade, no ensino de Inglês. Para atingir estas finalidades, a investigação centrou-se em dois grupos de observação: Turma 1 e Turma 2.
Este estudo pretende ir de encontro a um dos desafios que se coloca à Educação no séc. XXI fomentando a relação de parcerias entre a Família, a Escola e a Comunidade.
School and family / community represent two of the most important socializing agents for children and adolescents and must interact within a healthy and positive way for their development, providing a helpful environment in the process of learning English in 1º CEB. According to the Ministry of Education, it is important to promote contact and cooperation between the family and school institutions, as these two systems contribute to the education of each child, and it is essential to have a close relationship between the two. (ME, 1997, p. 43) According to Reis (2007, p. 6), "school will never educate itself, so the educational responsibility of the family will never cease. Once the school is chosen, the relationship is about to begin. It is crucial a dialogue between school, parents and children". This collaboration process "has effects on children’s education" (ME, 1997, p.23) and on the training of citizens able to live in society. This way, and according to the evolution of society, it is believed that it is necessary to involve more the family in the school life of the children, with the intention of supporting them in their educational tasks, through activities that allow them to develop themselves as pro-active citizens. Considering these ideas, this project is based on a study carried out in the context of a pedagogical training (Prática de Ensino Supervisionada) whose main aim was to define, plan and implement strategies to improve the relationship between school and family / community as well as foster collaborative work between them. Through the analysis of collected data, using the quantitative (questionnaires) and qualitative (interview) methodologies, we intend, among other aspects, to realize what are the teachers, families, and students’ expectations regarding the introduction of English in the Primary School Curriculum. In a final analysis, we will try to find out what activities are being carried out and / or possible realization and collaboration with the family, school and community in English teaching. To achieve this end, the research is focused on two observation groups: Class 1 and Class 2. This study intends to be the answer to one of the challenges that poses to Education in the 21st Century.
School and family / community represent two of the most important socializing agents for children and adolescents and must interact within a healthy and positive way for their development, providing a helpful environment in the process of learning English in 1º CEB. According to the Ministry of Education, it is important to promote contact and cooperation between the family and school institutions, as these two systems contribute to the education of each child, and it is essential to have a close relationship between the two. (ME, 1997, p. 43) According to Reis (2007, p. 6), "school will never educate itself, so the educational responsibility of the family will never cease. Once the school is chosen, the relationship is about to begin. It is crucial a dialogue between school, parents and children". This collaboration process "has effects on children’s education" (ME, 1997, p.23) and on the training of citizens able to live in society. This way, and according to the evolution of society, it is believed that it is necessary to involve more the family in the school life of the children, with the intention of supporting them in their educational tasks, through activities that allow them to develop themselves as pro-active citizens. Considering these ideas, this project is based on a study carried out in the context of a pedagogical training (Prática de Ensino Supervisionada) whose main aim was to define, plan and implement strategies to improve the relationship between school and family / community as well as foster collaborative work between them. Through the analysis of collected data, using the quantitative (questionnaires) and qualitative (interview) methodologies, we intend, among other aspects, to realize what are the teachers, families, and students’ expectations regarding the introduction of English in the Primary School Curriculum. In a final analysis, we will try to find out what activities are being carried out and / or possible realization and collaboration with the family, school and community in English teaching. To achieve this end, the research is focused on two observation groups: Class 1 and Class 2. This study intends to be the answer to one of the challenges that poses to Education in the 21st Century.
Description
Keywords
Parcerias entre Família – Escola — Comunidade — Educação do Séc. XXI Family - School – Community Partnerships – Education of the 21st Century
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação