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O Envolvimento parental e a parceria escola-família: a importância da colaboração na perspetiva da família em tempos de pandemia
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Abstract(s)
Este estudo enquadra-se numa realidade onde a criança tem um papel principal, na comunidade parental e escolar. O mesmo tem como objetivos avaliar, essencialmente, a perceção dos encarregados de educação de crianças do 1º ao 4º ano de escolaridade da área geográfica do Algarve, sobre a sua comunicação, o envolvimento e a gestão de recursos durante a pandemia Covid-19. Participaram no estudo 305 encarregados de educação (80% do sexo feminino), na sua maioria com idades compreendidas entre os 30 e os 40 anos (52%). Os participantes responderam ao Questionário de Envolvimento de Pais e Professores, originalmente criado por Miller-Johnson e Maumary-Gremaud (1995), em formato online.
Os resultados deste estudo revelaram que os encarregados de educação percecionam existir um elevado envolvimento entre pais e professores em todas as suas vertentes. Foi possível concluir também que a perceção dos encarregados de educação com diferentes rendimentos familiares não diferiu, significativamente, na maior parte das dimensões do envolvimento entre pais e professores. A partir da análise do envolvimento em termos de género, pôde concluir-se que as encarregadas de educação percecionam ter uma melhor comunicação com a escola conferindo, igualmente, um maior apoio na aprendizagem e tarefas escolares dos seus educandos em comparação com os encarregados de educação.
No que se refere à comunicação, apurou-se que a maior parte dos encarregados de educação percecionaram ter havido uma alteração na relação/comunicação dos mesmos com a escola causada pelo contexto pandémico. Implicações e sugestões para a prática e investigação futura serão discutidas mais à frente neste trabalho.
This study fits into a reality where the child plays a key role in the parental and school community. The present study aims to assess, essentially, the perception of the carers of children from 1st to 4th grade in the geographical area of the Algarve, about the communication, involvement and management of resources during the Covid-19 pandemic. A total of 305 parents participated in the study (80% female), most of them between 30 and 40 years old (52%). Participants completed the Parent-Teacher Involvement Questionnaire, originally created by Miller-Johnson and Maumary-Gremaud (1995), online. The results of this study revealed that parents perceive that there is a high level of involvement between parents and teachers in all aspects. It was also possible to conclude that parents with different family incomes did not differ, significantly, in their perceptions on most of the dimensions of parent-teacher involvement. From the analysis of gender involvement, it can be concluded that parents perceive that they have better communication with the school and also provide more support in the learning and school tasks of their children compared to parents. With regard to communication, it was found that most parents perceived that the pandemic context changed their relationship/communication with the school. Implications and suggestions for future practice and research will be discussed further in this study.
This study fits into a reality where the child plays a key role in the parental and school community. The present study aims to assess, essentially, the perception of the carers of children from 1st to 4th grade in the geographical area of the Algarve, about the communication, involvement and management of resources during the Covid-19 pandemic. A total of 305 parents participated in the study (80% female), most of them between 30 and 40 years old (52%). Participants completed the Parent-Teacher Involvement Questionnaire, originally created by Miller-Johnson and Maumary-Gremaud (1995), online. The results of this study revealed that parents perceive that there is a high level of involvement between parents and teachers in all aspects. It was also possible to conclude that parents with different family incomes did not differ, significantly, in their perceptions on most of the dimensions of parent-teacher involvement. From the analysis of gender involvement, it can be concluded that parents perceive that they have better communication with the school and also provide more support in the learning and school tasks of their children compared to parents. With regard to communication, it was found that most parents perceived that the pandemic context changed their relationship/communication with the school. Implications and suggestions for future practice and research will be discussed further in this study.
Description
Dissertação de Mestrado apresentada no ISPA –
Instituto Universitário para obtenção de
grau de Mestre na especialidade de
Psicologia Comunitária
Keywords
Envolvimento parental Criança Bem-estar Parcerias escola-casa Parental involvement Children Well-being Home-school partnership