Escola Vista de Fora: o que dizem as famílias?

Almeida, Luana Costa; Ferrarotto, Luana; Malavasi, Maria Márcia Sigrist

doi:10.1590/2175-623656159

Cited by 4 publications

(5 citation statements)

References 11 publications

(7 reference statements)

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“…The instrumental logic was also found in other studies involving lower-income families from favelas in Brazil (e.g. Almeida et al., 2017; Presta and Almeida, 2008).…”

Section: Meanings Choices and Budgetssupporting

confidence: 76%

Meanings and attitudes regarding education and household spending priorities of the new middle-class families in Brazil

Filho

Rocha

2020

Journal of Consumer Culture

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This study investigates how meanings ascribed to education influence lower-income parents on investing (or not) in their children’s education, and how this in turn influences family expenditures and consumption priorities. Based on 62 ethnographic interviews with individuals who had ascended from poverty to the lower fractions of the Brazilian urban middle-class, we examine differences within a relatively homogeneous fraction in terms of social status and income. Three distinct groups emerged: (1) parents who live in the favelas (slums) and see school as an agent to keep children away from deviant behaviours, (2) parents who live in the favelas and invest in education as an enabler of upwards social mobility, and (3) parents from less affluent suburbs who pay for private education to keep their children from interacting with bad influences outside the territory. Even in socially segregated territories, meanings were shaped less by parents’ amount and composition of cultural and economic capitals, and more by their own experiences with the educational system and access to positive role models (or lack thereof). It appears that the meanings attached to education end up defining family expenditures, family budget and important consumption trade-offs. In addition, our findings reveal a subtle, fine-grained mechanism of distinction based on school choice among the class fraction’s members. We draw on Wilson’s social isolation theory to show how parents of similar economic and cultural capital, and who were socialized in a similar cultural milieu, ascribe different meanings to education, and the resulting differences in household consumption patterns. We thus offer insights on the different reproduction mechanisms at play within an economically disadvantaged social fraction that had moved from poverty to the lower urban middle-class in Brazil.

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“…The instrumental logic was also found in other studies involving lower-income families from favelas in Brazil (e.g. Almeida et al., 2017; Presta and Almeida, 2008).…”

Section: Meanings Choices and Budgetssupporting

confidence: 76%

Meanings and attitudes regarding education and household spending priorities of the new middle-class families in Brazil

Filho

Rocha

2020

Journal of Consumer Culture

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“…Using ethnographic research (Erickson, 1989) aligned to a qualitative approach (Severino, 2007), semi-structured interviews about family and linguistic experiences were conducted with former members of a program for the deaf offered in Campinas, an inland city in the state of São Paulo 1 This Center was inaugurated in 1973 and works until the present day, developing an interdisciplinary work 2 in the area of sensory disabilities. Regarding to deafness, its goal is to support deaf children, adolescents and adults, aiming at their insertion in the larger community.…”

Section: Methodsmentioning

confidence: 99%

Trajectories of the deaf: a retrospective study based on the deaf and their family members

Silva

Kumada

Bittencourt

2021

ESJ

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The article aims to analyze the narrative of deaf and family members of an assistance service for the deaf people, identifying more striking perceptions in their life trajectories. The qualitative approach research was carried out through semi-structured interviews with three hearing mothers and three deaf children, former members of a university service for the deaf offered in the inland cities of the state of São Paulo, since the 1970’s. The results showed that the aspects with the greatest impact for the participants return to the moment of diagnosis and forwarding to the referred specialized service; the challenges experienced in the school trajectory and the communication barriers still faced in the interaction with society.

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“…Michel e Silva (2015) pesquisaram a participação das famílias no processo de aprendizagem, assim como Silva e Cruz (2016) consideram a aproximação da família como fundamental para fins educacionais. Almeida et al (2017) analisaram a visão expressa nas falas das famílias, sobre a escola de seus filhos. Percebeu-se uma visão diferencial da escola e que ouvir as famílias permitiu conhecer o lugar ocupado pela escola em suas vidas, elucidando aspectos nem sempre claros aos profissionais que, se considerados, podem contribuir com a trajetória escolar dos estudantes.…”

Section: 323inovações Visando Otimizar O Contato Da Escola Com a Famíliaunclassified

“…A importância da busca de uma boa relação entre família e escola tem sido alvo de discussão em várias pesquisas (Ribeiro, 2004;Polonia & Dessen, 2005;Alves, 2012;Perez, 2012;Saraiva & Wagner, 2013;Souza et al, 2013;Pimenta, 2014;Silva, 2014;Antunes, 2015;Freitas, 2016;Leite, 2016;Lima & Chapadeiro, 2015;L. M. Oliveira, 2015;Padovini, 2016;Almeida et al, 2017), visto que essa parceria contribui para um melhor aprendizado e desenvolvimento da criança. Perez (2012) pontua a necessidade de a escola adquirir meios de estabelecer comunicação mais eficiente com as famílias, buscando, de forma coletiva, encontrar estratégias adequadas para enfrentamento e incentivo à escolarização, pautadas em uma relação família-escola que considere a diversidade de características inerentes a cada instituição.…”

Section: Justificativaunclassified

“…A autora percebeu que as famílias demonstraram o quanto a convivência com a escola se configura como uma trama permeada de duplicidades e ambiguidades. Almeida et al (2017) também analisaram a visão expressa nas falas das famílias e percebeu-se que ouvir as famílias permitiu conhecer o lugar ocupado pela escola em suas vidas, elucidando aspectos nem sempre claros aos profissionais que, se considerados, podem contribuir com a trajetória escolar dos estudantes. Estes autores concluíram que ainda há muito o que compreender acerca da visão da família, já que são poucas as pesquisas que buscam dar voz aos pais.…”

Section: Justificativaunclassified

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Relação família-escola: processos de produção de subjetividades

Ferreira¹

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The literature points out that good family/school relationships can maximize the conditions for children's better learning and development. It also emphasizes that both institutions need to be more integrated but respect the characteristics of each other at the same time, and that researches about the interrelationship between both institutions need to be carried out.The purpose of this article was to investigate the processes of subjectivities production that involve the protagonists of the family/school relationship in Elementary School. The participants were nine teachers and nine mothers of students from the first stage of Elementary Education from nine municipal schools located in a city in the São Paulo State. In each school, one teacher and one mother were interviewed. The interviewees' reports were recorded in audio and were submitted to analysis and interpretation based on the principles of Cartography. Passos, Kastrup & Tedesco (2016) point out that every research is an intervention and that a research always dive in the experience of subject and object, theory and practice, in the same plan of production. In this sense, the authors present the Cartography as a method of investigation created by Gilles Deleuze and Félix Guattari (1985), that aims to follow the processes and not to represent objects, in other words, it is always about investigating the production process. The results were presented in two parts. First, the teachers, and then, the mothers. Considering the methodological approach, the data were analyzed looking for singularities, the contributions were summarized under each theme mentioned in the interviews. The purpose of each interview was to extract experiences and processualities. Due to the fact that the theme family/school relationship is still treated in a stratified way by a hegemonic culture, we reiterate the importance and contribution of this study in order to make public politics according to the people who experience those problems every day, such as parents and teachers. We also reiterate that teachers' training needs to talk about new partnership conceptions aiming the families' need according to those families. This study also highlights the importance and the contribution that school psychology should have in the public school environment.

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Escola Vista de Fora: o que dizem as famílias?

Cited by 4 publications

References 11 publications

Meanings and attitudes regarding education and household spending priorities of the new middle-class families in Brazil

Meanings and attitudes regarding education and household spending priorities of the new middle-class families in Brazil

Trajectories of the deaf: a retrospective study based on the deaf and their family members

Relação família-escola: processos de produção de subjetividades

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