2013
DOI: 10.1590/s0011-52582013000300004
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Fatores familiares e desempenho escolar: uma abordagem multidimensional

Abstract: A influência da família no desempenho escolar dos filhos constitui objeto de estudo da Sociologia da Educação desde, pelo menos, o período do pós-Segunda Guerra Mundial. Na década de 1950 e início dos anos 1960, grandes levantamentos estatísticos foram realizados com o objetivo de identificar as variáveis associadas às disparidades de rendimento escolar entre os alunos. Os resultados, de forma geral, destacaram o meio sociofamiliar como um poderoso fator, focalizando, sobretudo, os dados posicionais do grupo f… Show more

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Cited by 27 publications
(38 citation statements)
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References 17 publications
(12 reference statements)
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“…It is crucial to highlight that the reference to few studies on coproduction in public education, whether in Brazil or other countries, demonstrates that the subject needs further investigation and stresses the lack of bibliographic production in the area. In Brazil, the study by Alves et al (2013) deserves to be mentioned, because although the authors do not use the term coproduction, it is clear that the core of the examined object is the coproduction of public education in the country. Coproduction of the public good has begun to gain space in Brazilian literature production, without discussing the coproduction of education effectively, though.…”
Section: Theoretical Referencementioning
confidence: 99%
“…It is crucial to highlight that the reference to few studies on coproduction in public education, whether in Brazil or other countries, demonstrates that the subject needs further investigation and stresses the lack of bibliographic production in the area. In Brazil, the study by Alves et al (2013) deserves to be mentioned, because although the authors do not use the term coproduction, it is clear that the core of the examined object is the coproduction of public education in the country. Coproduction of the public good has begun to gain space in Brazilian literature production, without discussing the coproduction of education effectively, though.…”
Section: Theoretical Referencementioning
confidence: 99%
“…Many authors argue that the income does not directly affect school performance but only through a more complex constructthe SES. SES is closely related to the concept of parental cultural capital, which includes parents' education or social status, parents' expectations, home environment (such as the possession of books), (Alves et al, 2013;Huang and Liang, 2016). Education of parents affects school performance through the social networks and reputation of the family, but also indirectly through the parental involvement (PI), home resources, attitudes, and expectations.…”
Section: Family Contextmentioning
confidence: 99%
“…Resumem Maria Teresa Gonzaga Alves e colaboradores (2013, p. 583) que esse ordenamento doméstico "teria um impacto positivo sobre a escolarização dos filhos na medida em que os prepararia para o cumprimento das regras do jogo escolar, ou para o desempenho do ofício de aluno". Se as constatações de Lahire (1997) e Alves et al (2013) referem-se ao conjunto das fratrias, as diferenças na intensidade das regras e do ordenamento para meninos e meninas indica que os impactos positivos sobre a escolarização seriam mais marcantes para elas. Acrescenta-se que a participação majoritária das meninas em atividades extraescolares reforça essa lógica de um ordenamento racional e moral do cotidiano das garotas, dado que as entidades beneficentes nas quais elas estavam matriculadas tratavam de organizar um período do seu dia voltando-o para atividades educativas ou de entretenimento circunscritas por uma rotina institucional.…”
Section: Atividades Extraescolaresunclassified