Relação família-escola e avaliação escolar: um estudo no contexto dos ciclos

Abstract

The existing research try to inquire how it works in established schools by cycles, the relationship between family and school, concentrating specifically in experiences and ideas concerning to school test presented by two of these institutions. In order to achieve the purpose expected in this study it was performed an investigation of sociological meaning prospecting an elementary school from state body in Belo Horizonte. The research informations were gathered observing and inspecting the school daily, analyzing school papers, government papers and beyond everything else 17 interviews partly organized with educators and parents of students. It was attempted to search in which reasonable scales and socialization patterns families and schools have mutual influence, constructing conducts, ideas and methods of both institutions related to the cycle proposal evaluation. The conclusion consists that the education institute researched in this case is responsable to undertake the premises of abstract aspects of this cycle proposal related to pedagogical activities with families and to the methods of assessments. However the accomplished execution and the provided ideals of the cycles educational process is based still in a complex case, ambiguous and unfinished on this inquired school, creating an inopportune and bewilderment feeling among these two groups: family and school. There is no hesitation to say that the school test is a source of conflict - implicit or explicit - on the scene of interactions between parents and teachers. This theory supports the intense contradiction among the conduct common-sense of popular families and schools common-sense on that refer cycle proposal evaluation.