Resumen

LIMA, Andreza Maria  y  MACHADO, Laêda Bezerra. A study on families of public-school students in social representations built by teachers. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1332-1356.  Epub 01-Oct-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds17.

In Brazil, universal access to public schools has destabilized the family-school relationship. In this article, part of a doctoral research, we analyze the social representations of the families of public-school students built by teachers from the early years of elementary school and how these representations guide their practices. Theoretical references for family and family-school studies were constituted by authors such as Scott (2011), Goldani (1993; 2005), Silva (2003; 2012), Nogueira (2006) and Thin (2006). The Theory of Social Representations, originated by Moscovici, guided the research. The study, of a qualitative nature, was carried out in the Municipal Education Network of Recife-PE. The collection of information was divided into two phases. In the first, 15 teachers participated; and of the second, three of these teachers. In the first phase, we used the semi-structured interview, a basic collection procedure. In the second, we carry out the observation of Pedagogical Shifts, a complementary procedure. For data analysis, we used the Thematic Categorical Content Analysis Technique. In the social representations, constructed by the teachers at the confluence of knowledge of different origins, the students' families delegate functions to the school because they are, in their majority, “unstructured”. The representations reveal that there is resistance to the expansion of school functions but show that this expansion guides practices. In these social representations, a negative representational content predominates that guides teachers' practices. The research may give rise to new reflections in the scope of training practices, pedagogical and teaching practices and educational policies.

Palabras clave : Social representations; Teaching practices; Families; Public school.

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