Relação família escola: reflexões sobre o dever de casa

Abstract

This Course Completion Work (TCC) has the general objective of understanding the role of the family in the educational formation of the child in the execution of homework. As specific objectives, it is intended to: Understand the importance of homework in the construction of knowledge; to identify the role of the family in the educational formation of the child; and, knowing the challenges and difficulties that some children have in doing their homework. The methodology adopted for the construction of this study has a bibliographic nature, dialoguing with authors who deal with this theme, such as: Tiba (2006), Piaget (1973) and Libâneo (1994). It is also noteworthy that an investigation was carried out with a case study, in which a semi-structured interview was applied with students and parents related to the object of study. The analysis of the results obtained was carried out from a critical-qualitative perspective. The results of the case studies showed that the lower the socioeconomic conditions of the families, the greater the difficulties in guiding children in their homework. It was possible to understand that home activities have a role with a triple purpose: affective (stimulating relationships between children and family members while performing tasks); social (bringing family and school closer together, in a perspective of democratic management of teaching) and pedagogical (focusing on reinforcing and enabling experiences, experiences and sharing of knowledge, for a more solid construction of knowledge on the topics applied in the classroom) . Social, racial, gender and generational factors were identified as obstacles to the satisfactory performance of household activities. In view of the above, it was concluded that the challenges identified for homework to fulfill its objectives were: lack of time on the part of those responsible to give due attention to this aspect of children's education, arising from the social context and demand of work, with long and exhausting durations; the teaching methodology necessary for carrying out the activities, which often does not take into account the education of those responsible and the life context of the families; and, finally, the excessive amount of activities that are sent to fill the textbook for the school year, without a concern with the real objectives of teaching. Therefore, a teacher self-assessment on the didactic proposals for homework is necessary, so that they are beneficial for students and families and not a reason for emotional exhaustion or negative reinforcements in the psyche of students about the contents and learning. For this, it is suggested continuing education, guided by school management to help education professionals to prepare their lesson plans in a more assertive way.