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Publication
Perceções de professores do 1ºciclo e de pais imigrantes relativas ao envolvimento parental
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| 1.59 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo, de carácter qualitativo, pretendeu compreender as perceções de
professores do 1º ciclo e de pais imigrantes com filhos em idade escolar, no que diz respeito ao
envolvimento e participação destes pais na educação dos seus filhos. Nesse sentido, a recolha
de dados ocorreu através de entrevistas a 14 professores do 1º ciclo, de dois agrupamentos da
região de Lisboa que recebiam crianças imigrantes, e por questionários a 8 pais imigrantes com
filhos nessas mesmas escolas. Estes foram questionados sobre a relação escola-família, o
envolvimento parental, as estratégias e recursos utilizados, e dificuldades sentidas. Através da
análise de dados qualitativos, verificou-se que existiam alguns constrangimentos para a
participação e havia um grande foco na comunicação. A barreira linguística e cultural foi
referida como um dos principais constrangimentos ao envolvimento parental, impactando a
comunicação, compreensão das informações e o estabelecimento da relação escola-família.
Também se constatou que as escolas não tinham recursos adequados para integrar estas famílias
e existia a necessidade da utilização de estratégias mais diferenciadas, sendo que as estratégias
que os professores utilizavam estavam relacionadas com a comunicação (e.g., tradução e falar
em inglês). Nas considerações finais, foram incluídas as limitações encontradas ao longo do
estudo e as recomendações para estudos futuros.
ABSTRACT: This qualitative study aimed to understand the perceptions of primary school teachers (Grade 1 to 4) and immigrant parents with school-age children regarding the involvement and participation of immigrant parents in their children's education. The data was collected through interviews with 14 primary school teachers from two schools in the Lisbon region who received children from immigrant families, and through questionnaires with 8 immigrant parents with children in the same schools. They were asked about the school-family relationship, parental involvement, the strategies and used resources, and the difficulties encountered. Through the analysis of the qualitative data, it was found that there were some difficulties with participation and the focus was on communication. The language and cultural barriers were mentioned as one of the main difficulties to parental involvement in terms of communication, understanding information and building the school-family relationship. It was also noted that the schools did not have sufficient resources to integrate these families and that there was a need to use more differentiated strategies. The strategies used by teachers were related to communication (e.g., translation and speaking in english). The limitations found throughout the study and recommendations for future studies were included in the final considerations.
ABSTRACT: This qualitative study aimed to understand the perceptions of primary school teachers (Grade 1 to 4) and immigrant parents with school-age children regarding the involvement and participation of immigrant parents in their children's education. The data was collected through interviews with 14 primary school teachers from two schools in the Lisbon region who received children from immigrant families, and through questionnaires with 8 immigrant parents with children in the same schools. They were asked about the school-family relationship, parental involvement, the strategies and used resources, and the difficulties encountered. Through the analysis of the qualitative data, it was found that there were some difficulties with participation and the focus was on communication. The language and cultural barriers were mentioned as one of the main difficulties to parental involvement in terms of communication, understanding information and building the school-family relationship. It was also noted that the schools did not have sufficient resources to integrate these families and that there was a need to use more differentiated strategies. The strategies used by teachers were related to communication (e.g., translation and speaking in english). The limitations found throughout the study and recommendations for future studies were included in the final considerations.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto
Universitário para obtenção de grau de Mestre na
especialidade de Psicologia da Educação.
Keywords
Envolvimento parental Pais imigrantes Professores do 1º ciclo Dificuldades Estratégias Parental involvement Immigrant parents Primary school teachers (Grade 1 to 4) Difficulties Strategies