Browsing by Author "Cruz, Antonio Roberto Seixas da"

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    Contribuições de famílias para o rendimento escolar de alunos de 1ª a 4ª séries do ensino fundamental: olhares das responsáveis e das professoras
    (Universidade Católica do Salvador, 2008) Moraes, Rita de Cássia Araújo Freitas de; Moreira, Lúcia Vaz de Campos; http://lattes.cnpq.br/; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br; Cruz, Antonio Roberto Seixas da; http://lattes.cnpq.br
    In contemporaneity, educational paradigms point out the importance of the involvement and the contribution of the family to children’s school life. Besides the family, the school and the pupil contribute to a better or worse school performance. It is in this context that the present study is inserted and had as its general objective to investigate how families contribute to school performance of 1st to 4th grades pupils of primary education at an urban municipal school in the interior of Bahia, according to the children’s responsible guardians and their teachers. 18 responsible guardians whose children presented higher performance (group 1) and 18 with lower performance (group 2), totalizing 36 responsible guardians in both groups, besides 18 teachers ministering the groups, which the pupils belonged to, and the pedagogical coordinator of the school have participated in the study. Three half-structuralized scripts of interviews have been elaborated (one for guardians, one for teachers, and another for the coordination). The study was approved by the ethics committee. The participants have signed a term of Free and Informed Consent and have been submitted to recorded interviews using the scripts. By using quantitative-interpretative analysis, systems of categories have been constructed. The following results are observed: in group 1, the majority of responsible guardians work, are married, have high school degree, have an income between one and three minimum salaries, and presented a nuclear family type. In group 2, the majority does not work, is single, has low educational level (up to 4th grade of primary school), has an income of up to one minimum salary, and extensive/amplified family type. Such data suggest that, although both groups are inserted in a context of poverty, the children with lower school performance are found in much more precarious life conditions. The children from group 1 were considered intelligent, well-behaved, sociable, and studious, but the ones from group two, although also well-behaved and sociable, are identified as little intelligent and studious. The majority of responsible guardians from group 1 attend school meetings, whereas only half of group 2 did it regularly. In group 1, children take their homework done to school, what does not happen in group 2. The data suggest that school was viewed as an instrument capable of making possible for popular social layer children to have a better life condition than the one they currently have. According to the teachers, the family constitutes the fundamental element of children’s higher and lower school performance, besides being the base of the individual’s integral formation. Finally, to both responsible guardians and teachers, a good family-school relationship is a fundamental condition for the children’s school success. It was concluded that the families, with its characteristics, can contribute effectively as inhibiting or propeller of their children’s school performance, but also the school and the child are protagonist in this performance.
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    O estudo da família no itinerário formativo do pedagogo/ professor: concepções de docentes e formandos de um Curso de Licenciatura em Pedagogia da Cidade de Salvador
    (Universidade Católica do Salvador, 2011-02-28) Leal, Teresa Cristina Merhy; Moreira, Lúcia Vaz de Campos; http://lattes.cnpq.br/; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br; Cruz, Antonio Roberto Seixas da; http://lattes.cnpq.br
    The family-school relationship has been an object of an expressive number of researches and specialized publications concerning structural changes which happened in both socializing institutions for children, young and adult people in the Brazilian society. This study focused on the pedagogue/teacher as an articulator of the aforementioned relationship. The investigation was arisen from the principle that the students who were about to finish the undergraduate course of Pedagogy with major in teaching will work or already work in educational institutions and need to know or acknowledge the importance of the family in the learning and teaching process, strengthening a partnership which is nowadays very fragile in the face of complaints and exchange of dissatisfaction from both institutions of formation. Based on this presupposition, this Master‟s dissertation had as its general objective to investigate, in the trajectory of the pedagogue/teacher formation provided by an Undergraduate Institution in Salvador, aspects related to the knowledge and lack of studies developed about the family institution. This research is qualitative, a case-study-type which had 18 teachers as participants, a coordinator and 36 senior students who were about to graduate from the Pedagogy Course with major in teaching in the institution investigated. The syllabus was also analyzed. The tools used were: a survey applied to the teachers, another to the students and an interview guide to the coordinator. There was even a probing questionnaire among the teachers about including or not the theme of the family in their subjects. The data were analyzed, configuring categories from the obtained answers and calculating their percentage. It was noticed that, from the 40 subjects which compose the curriculum matrix of the Pedagogy Course with major in teaching, only two of them record a study about the family in their syllabi and course program. However, in 32 subjects, the teachers claim that they talk about the topic in the classroom, a datum which was confirmed afterwards by the students. In a second moment, the conceptions and configurations related to the family, the contents which deal with the family theme as well was the form off approach, time and relevance of the study were focused both to the students and to the teachers. In a third moment, a correspondence between the data obtained from the student‟s and the teacher‟s view was made, prevailing in the conception of both the predominance of informal conversations when the discussion about the family was discussed throughout the course. The other data collected in the trajectory of the research showed that there is awareness from bo teachers about the relevance/importance of the study concerning the family in the formative itinerary of the pedagogue/teacher. Although the students expressed that their formation contributed to understand and work as a pedagogue/teacher with their students‟ family, they asserted that the subjects should articulate this theme with their contents more. Both teachers and students identify, acknowledge, and make explicit gaps, when they refer to propose new forms of approach related to the theme of the family. Finally, it is possible to state that although teachers and senior students of the Course of Pedagogy with major in teaching are conscious about the relevance/importance of developing a deeper and more systemized study about families, this is not a reality in the investigative academic area yet.
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    As práticas educativas nas famílias recompostas: o caso das crianças com necessidades educativas especiais
    (Universidade Catôlica do Salvador, 2009-10) Portela, Cláudia Paranhos de Jesus; Cruz, Antonio Roberto Seixas da; Costa, Lívia Alessandra Fialho da; UCSAL, Universidade Católica do Salvador
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    Violação dos direitos da criança: um olhar bioecológico sobre a escola e família
    (Universidade Catolica de Salvador, 2013-02-27) Silva, Maria Elisa Pacheco de Oliveira; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br/1594550972937138; Moreira, Lúcia Vaz de Campos; Santos, Stella Rodrigues dos; Andrade, Celeste Maria Pacheco de; Cruz, Antonio Roberto Seixas da
    From an interdisciplinary approach between the knowledge of Pedagogy, Psychology and Law, and from a theoretical-methodological approach, based on Bioecological Theory of Urie Bronfenbrenner, this thesis, a case study of multiple levels and contexts, designs four articles produced from the insertion into the search field - the South Reconcavo of Bahia - an introduction, describing the objectives of the study and the problem that it is involved, by indicating the theoretical constructs that found it, and also a final reflection on the effectiveness of protective actions for children.It discusses, gradually, how the reciprocal of the interactive processes between the social microsystems, school and family, and exchanged influences with broader social contexts, such as communities, public authorities and institutions, imply the effectiveness of fundamental rights of the child, the age group of Early Childhood Education of the region in which the study took place. The first article, "The effectiveness of the child rights in the South Reconcavo of Bahia: a reading of the social context" features the South Reconcavo from geophysical and socioeconomic views, maps and discusses the protective conditions for facing the violation of child rights. The second article, "Fundamental rights of the child warned by agents of the school and the family," presents a brief history about children rights on the world scenario and, simultaneously, the actions towards its recognition, by emphasizing the principles of the Child and Adolescents Statute (ECA) and the fundamental rights it prescribes. It analyzes in the light of that Statute, the indicators of violation obtained from teachers and family views. The following article, "School as ecological system", discusses the school context from the perspective of Bioecological theory, analyzing the counterpoints of physical, functional and relational aspects that contribute to the existence of episodes, such as those presented, relating to fundamental violated rights. "Family as ecological system" is the study conducted with teachers, children and their families, and also community members, which originated five episodes of violation of child rights, analyzed from the Bioecological approaches and the ECA. It presents a contextual framework of violated rights as the result, due to: the fragility of public policies for the social welfare, the ineffectiveness of the child protection network in the region, and the dislocation between the social systems, including the society, school and family.