<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782018000200149</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n46.7624</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação família-escola: o estado da arte na pós-graduação brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[Family-school relationship: the state of art in the brazilian post-graduation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Andreza Maria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Laêda Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco  ]]></institution>
<addr-line><![CDATA[Pesqueira PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<numero>46</numero>
<fpage>149</fpage>
<lpage>170</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782018000200149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782018000200149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782018000200149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A temática da relação família-escola vem ocupando maior espaço na produção científica no Brasil. Neste artigo, analisamos resumos de teses e dissertações brasileiras sobre essa relação produzidas no período 2004-2013 e reconstituímos a história dessa relação com autores como Cunha (2003) e Faria Filho (2000). O estudo, qualitativo, é do tipo Estado da Arte. Foram consultados os bancos de dados do Grupo Observatório Sociológico Família-Escola da Universidade Federal de Minas Gerais; do Programa de Pós-Graduação em Família e Sociedade Contemporânea da Universidade Católica de Salvador; e de teses e dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Os resumos localizados (112) foram mapeados em relação a objetivos, referenciais teóricos, opções metodológicas e resultados. Para análise, utilizamos a Técnica de Análise de Conteúdo Categorial Temática, resultando na construção de três categorias: Relação família-escola e estratégias educativas familiares; Relação família-escola e fenômenos socio-escolares e Relação família-escola: fenômenos e/ou aspectos dessa relação. Em relação aos referenciais teóricos, menos da metade dos resumos os menciona; quanto a percurso metodológico e resultados das pesquisas, muitas informações também estavam ausentes. Apesar disso, resultados de algumas pesquisas indicam certa resistência de professores a configurações familiares diferentes da tradicional e para a influência dessa resistência na relação com a família e/ou o trabalho docente, e outras desconstroem a ideia generalizada de que as famílias de alunos de escola pública são desestruturadas. Apontamos para a necessidade de outras pesquisas sobre a temática, pois há ainda vários aspectos a aprofundar, e para a importância de os resumos serem mais completos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The family-school relationship has occupied more space in scientific production in Brazil. In this article, we analyze summaries of Brazilian theses and dissertations on the family-school relationship produced in the period 2004-2013. We reconstruct the history of this relationship in Brazil from authors such as Cunha (2003) and Faria Filho (2000). The study, of a qualitative nature, is of the State of Art type. For the location of the works, we consulted three databases: the thesis bank and dissertations on the family-school relationship of the Observatory Family-School Sociology of the Federal University of Minas Gerais (OSFE / UFMG); the database of the Postgraduate Program in Family and Contemporary Society of the Catholic University of Salvador (UCSal); and the thesis and dissertation bank of the Coordination for the Improvement of Higher Education Personnel (CAPES). The localized abstracts (112) were mapped in relation to objectives, theoretical references, methodological options (empirical field, participants, collection and analysis procedures) and results. For analysis, we used the Thematic Categorical Content Analysis Technique, resulting in the construction of three categories: family-school relationship and family educational strategies; Family-school relationship and socio-school phenomena and Family-school relationship: phenomena and / or aspects of this relationship. Regarding the theoretical references, less than half of the abstracts mentioned the authors who supported the studies. With regard to the methodological path and the results of the research, much information was also absent. Nevertheless, we have found some research that points to a certain resistance of teachers with different family configurations from the traditional one and the influence of this resistance in the relation with the family and / or the teaching work; and others that deconstruct the widespread view that the families of public school students are disorganized. Finally, we point out the need for further research on the subject, as there are still several aspects to be explored; as well as the importance of the abstracts being carefully prepared by the researchers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[Researche]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate Studies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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