Resumo

WAGNER, Adriana; GONZALEZ, María del Luján Tornaría; JUNGES, Lisiane Alvim Saraiva  e  HERNANDEZ, Esthella. Teachers in face of the demands of families: approaching contexts. Rev. Elet. Educ. [online]. 2019, vol.13, n.2, pp.600-618.  Epub 01-Jan-2020. ISSN 1982-7199.  https://doi.org/10.14244/198271992543.

The role of teachers has been transformed in recent years due to the increasingly complex educational demands and responsibilities that come from the students’ families. The aim of the present study was to investigate how Elementary School Teachers in Brazil and Uruguay perceive and evaluate the demands they receive from families, and how prepared they think they are to face this reality. A qualitative, exploratory and transcultural method was used, based on the technique of Focal Groups, with one group being conducted in Brazil (10 participants) and anther one in Uruguay (9 participants). In both groups, participants were women, with experience in public and private schools. Data were treated using the Content Analysis technique and results pointed out two main themes: Academic Formation and Family Demands. The analysis showed several similarities in the relationship between family and school in daily practice - both in Brazil and Uruguay - especially regarding the Teacher’s role. It was observed that Teachers still face some challenges in determining their roles for themselves and the families. Teachers have also shown they have insufficient resources to work with the diversity of family demands and it is possible to think that they would benefit from spaces of reflection and sensitivity development, in order to better discriminate these demands. Thus, it may be said that it is necessary to inaugurate a deep discussion about what it means to form Teachers to work with families.

Palavras-chave : Family school relationship; teacher training; Cross Cultural Studies.

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