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Título: Educação em contextos familiares para o desenvolvimento humano e social: transições e heranças geracionais
Autor(es): Conceição, Maria Cristina Gomes da
Scott, Russel Parry
Silva Filho, Penildon da
Bastos, Ana Cecília de Sousa Bittencourt
Costa, Lívia Alessandra Fialho da
Palavras-chave: Desenvolvimento humano
Relação família-escola
Curso de vida
Condições de vulnerabilidades
Investigação longitudinal
Relationship between school and family
Human Development
Conditions of vulnerabilities
Longitudinal research
Courses of life
Data do documento: 14-Dez-2015
Editor: Universidade Católica do Salvador
Resumo: This research analyzed the meanings and values, expectations, experiences and educational practices of successive generations (three women and their mothers) concerning about the relationship between school and family, taking into account the social mobility aspirations of the researched people, through each individual’s life course analysis. This study discusses education in human development perspective, characterized by multidimensionality attributed to human emancipation process in order to overcome the conditions of vulnerabilities present in poverty. This research also discusses some life course events with an emphasis on education, marital, maternity and work: the admissions, discontinuities and readmissions of the women interviewed in schools, as well as the role played in families and in society. The survey was conducted in a municipal public school of Ensino Fundamental I, on the outskirts of Salvador, in 2015, taking as criteria the selection of three families within which at least two generations of women have studied and, currently, whose children (third generation) are effectively enrolled. The methodological approach used was qualitative, based on case studies, by means of the technique of life stories, using as a tool for data collection a field diary and interviews, in addition to observations in loco. This longitudinal study brought together researcher and researched in specific place and time and could notice variations and characteristics developed in these subjects through the education process, as well as the changes in families and in society that emerged in this process. The main results show the recognition of female leadership in these three cases, even with a presence of a man in two of them. Teen pregnancy of these mothers was identified as the most important factor for school leavers, despite all support given by their mothers. However, their children are currently attending school, living in a context of eradication of child labor and was admitted in school at the right and stay there, despite of a few periods of absence. These families recognize as major advances the acquisition of books in general, schoolbooks and uniforms, today provided by educational policies. It’s evident how much mothers valorize and invest in children’s study, which goes against the idea that poor families do not value education. Instead, the research concludes that families use the studies as a basis for investing their resources and build high expectations of rise and access to new opportunities in work and social life, despite the need for subsistence and observed vulnerabilities. However, some aspects related to the flexibility and communication between school officials and families, directly related to the school bylaws standards, emerge as complains by the respondents, who argue they have become obstacles to family participation in the educational community, through which opportunities realization of future projects for social mobility could be realized.
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