A relação família-escola e a infância em tempos de pandemia
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
|
Programa de Pós-Graduação: |
Programa de Mestrado em Gestão e Práticas Educacionais
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bibliotecatede.uninove.br/handle/tede/2918 |
Resumo: | The removal of schools, caused by the Covid-19 pandemic, has led children to study at home; showed, in many cases, how far the families were from the institution and from their children's learning. At that moment, family relationships were put in check. There were several challenges faced by the family and the child away from the conviviality of relatives, friends, school, teachers; away from spaces where she could express herself, play, experiment and experience new experiences. Remote teaching has become the only option so that the rights to learn school content are not suppressed at the most critical moment of the pandemic; consequently, family relationships were positively and/or negatively affected. Knowing the consequences suffered by all humanity at this time of impacts on health, economy, loss of loved ones, professional and school activities being developed in other ways, including social isolation, our hypothesis was that the relationships between children, family and school were significantly affected. The relationship between family and school needed to be strengthened. Family members and children were faced with an almost full-time coexistence, which brought contradictions in the relationships that permeated different results, ranging from affective approximation, greater acceptance and participation in learning to the neglect of school dropout and vulnerability, with abuse and violence. The pandemic also showed that the child remains the most fragile link in relationships. Whether in the family, at school or in their community, there is little space for listening and welcoming their demands and feelings. in their community, there is little space for listening and welcoming their demands and feelings. It was presented as a problem of the present research to understand the way in which family relationships were affected by the pandemic, as well as the relationship between the family, school and children in early childhood education during the period of confinement and remote school. The object of this research was family relationships and the way they were affected by the pandemic. We sought to answer the following question: were the relationships between family, school and childhood affected with remote teaching in times of pandemic and quarantine? As an objective, the research proposed to understand how and if the confinement imposed by the pandemic affected family relationships. It established as specific objectives: to understand how children and family perceive their relationship and map how this category presented itself in everyday relationships during the pandemic. The research universe was a municipal public school, located in the city of Guarulhos, and the subjects were five families and children from Early Childhood Education enrolled in that school. The methodology used was of a qualitative nature, and the data collection instruments were semi-structured interviews with families and children. There were also home visits for data collection and classroom activities with the children for the same purpose. As they are small children, in addition to the semi-structured interview, it was proposed to the children, subjects of this research, to express their perceptions of the relationship with their family and with the school through drawings. |
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Roggero, RosemaryRoggero, RosemarySanches, Emilia Maria Bezerra Cipriano CastroTeixeira, Rosiley Aparecidahttp://lattes.cnpq.br/0722984455393809Rocha, Priscila Kely da2022-05-06T20:05:52Z2022-03-14Rocha, Priscila Kely da. A relação família-escola e a infância em tempos de pandemia. 2022. 136 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2918The removal of schools, caused by the Covid-19 pandemic, has led children to study at home; showed, in many cases, how far the families were from the institution and from their children's learning. At that moment, family relationships were put in check. There were several challenges faced by the family and the child away from the conviviality of relatives, friends, school, teachers; away from spaces where she could express herself, play, experiment and experience new experiences. Remote teaching has become the only option so that the rights to learn school content are not suppressed at the most critical moment of the pandemic; consequently, family relationships were positively and/or negatively affected. Knowing the consequences suffered by all humanity at this time of impacts on health, economy, loss of loved ones, professional and school activities being developed in other ways, including social isolation, our hypothesis was that the relationships between children, family and school were significantly affected. The relationship between family and school needed to be strengthened. Family members and children were faced with an almost full-time coexistence, which brought contradictions in the relationships that permeated different results, ranging from affective approximation, greater acceptance and participation in learning to the neglect of school dropout and vulnerability, with abuse and violence. The pandemic also showed that the child remains the most fragile link in relationships. Whether in the family, at school or in their community, there is little space for listening and welcoming their demands and feelings. in their community, there is little space for listening and welcoming their demands and feelings. It was presented as a problem of the present research to understand the way in which family relationships were affected by the pandemic, as well as the relationship between the family, school and children in early childhood education during the period of confinement and remote school. The object of this research was family relationships and the way they were affected by the pandemic. We sought to answer the following question: were the relationships between family, school and childhood affected with remote teaching in times of pandemic and quarantine? As an objective, the research proposed to understand how and if the confinement imposed by the pandemic affected family relationships. It established as specific objectives: to understand how children and family perceive their relationship and map how this category presented itself in everyday relationships during the pandemic. The research universe was a municipal public school, located in the city of Guarulhos, and the subjects were five families and children from Early Childhood Education enrolled in that school. The methodology used was of a qualitative nature, and the data collection instruments were semi-structured interviews with families and children. There were also home visits for data collection and classroom activities with the children for the same purpose. As they are small children, in addition to the semi-structured interview, it was proposed to the children, subjects of this research, to express their perceptions of the relationship with their family and with the school through drawings.O afastamento das escolas, causado pela pandemia da Covid-19, levou crianças a estudar em casa; mostrou, em muitos casos, o quanto as famílias estavam afastadas da instituição e do aprendizado de seus filhos. Nesse momento, as relações familiares foram postas em xeque. Foram diversos os desafios enfrentados pela família e pela criança afastada do convívio de parentes, amigos, escola, professores; afastada também dos espaços onde pudesse se expressar, brincar, experimentar e vivenciar novas experiências. O ensino remoto se tornou a única opção para que os direitos de aprender conteúdos escolares não fossem suprimidos no momento mais crítico da pandemia; consequentemente, as relações familiares foram afetadas positiva e/ou negativamente. Sabendo das consequências sofridas por toda a humanidade neste momento de impactos na saúde, economia, perdas de entes estimados, atividades profissionais e escolares sendo desenvolvidas de outras formas, incluindo o isolamento social, nossa hipótese foi a de que as relações entre as crianças, família e escola foram afetadas de forma importante. A relação entre a família e a escola precisou ser estreitada. Familiares e crianças se depararam com um convívio quase que em tempo integral, o que trouxe contradições nas relações que permearam diferentes resultados, variando da aproximação afetiva, maior acolhimento e participação na aprendizagem até a negligência do abandono escolar e vulnerabilidade, com abusos e violência. A pandemia também mostrou que a criança continua como o elo mais frágil nas relações. Seja na família, na escola ou na sua comunidade, há pouco espaço de escuta e acolhimento de suas demandas e sentimentos. Foi apresentado como problema da presente pesquisa entender a maneira como as relações familiares foram afetadas pela pandemia, bem como a relação entre a família, escola e crianças da educação infantil durante o período de confinamento e escola remota. O objeto desta pesquisa foram as relações familiares e o modo como foram afetadas pela pandemia. Buscou-se responder a seguinte pergunta: as relações entre família, escola e infância foram afetadas com o ensino remoto em tempos de pandemia e quarentena? Como objetivo, a pesquisa se propôs a compreender como e se o confinamento imposto pela pandemia afetou as relações familiares. Estabeleceu como objetivos específicos: entender como crianças e família percebem seu relacionamento e mapear como essa categoria se apresentou nas relações cotidianas durante a pandemia. O universo da pesquisa foi uma escola pública municipal, localizada na cidade de Guarulhos, e os sujeitos foram cinco famílias e crianças da Educação Infantil matriculadas na referida escola. A metodologia utilizada foi de cunho qualitativo, e os instrumentos de coleta de dados foram entrevistas semiestruturadas com famílias e crianças. Houve também visitas domiciliares para coleta de dados e atividades em sala com as crianças para o mesmo fim. Por se tratar de crianças pequenas, além da entrevista semiestruturada, foi proposto às crianças, sujeitos desta pesquisa, que expressassem suas percepções do relacionamento com sua família e com a escola através de desenhos.El retiro de las escuelas, provocado por la pandemia del Covid-19, ha llevado a los niños a estudiar en casa; mostró, en muchos casos, cuán alejadas estaban las familias de la institución y del aprendizaje de sus hijos. En ese momento, las relaciones familiares se pusieron en jaque. Fueron varios los desafíos enfrentados por la familia y el niño lejos de la convivencia de familiares, amigos, escuela, profesores; lejos de espacios donde poder expresarse, jugar, experimentar y vivir nuevas experiencias. La enseñanza a distancia se ha convertido en la única opción para que los derechos de aprender contenidos escolares no sean suprimidos en el momento más crítico de la pandemia; en consecuencia, las relaciones familiares se vieron afectadas positiva y/o negativamente. Conociendo las consecuencias que sufre toda la humanidad en este momento de impactos en la salud, economía, pérdida de seres queridos, actividades profesionales y escolares que se desarrollan de otras formas, incluido el aislamiento social, nuestra hipótesis fue que las relaciones entre los niños, la familia y la escuela fueron significativamente afectado. Es necesario fortalecer la relación entre la familia y la escuela. Familiares e hijos se vieron enfrentados a una convivencia casi a tiempo completo, lo que trajo contradicciones en las relaciones que permearon diversos resultados, que van desde el acercamiento afectivo, mayor aceptación y participación en el aprendizaje hasta el abandono de la deserción escolar y la vulnerabilidad, con maltrato y violencia. La pandemia también demostró que el niño sigue siendo el eslabón más frágil en las relaciones. Ya sea en la familia, la escuela o la comunidad, hay poco espacio para escuchar y acoger sus demandas y sentimientos. Se planteó como problema de la presente investigación comprender la forma en que las relaciones familiares fueron afectadas por la pandemia, así como la relación entre la familia, la escuela y los niños en educación infantil durante el período de confinamiento y escuela a distancia. El objeto de esta investigación fueron las relaciones familiares y la forma en que fueron afectadas por la pandemia. Buscamos responder a la siguiente pregunta: ¿se afectaron las relaciones entre familia, escuela e infancia con la enseñanza a distancia en tiempos de pandemia y cuarentena? La investigación se propuso como objetivo comprender cómo y si el confinamiento impuesto por la pandemia afectó las relaciones familiares. Estableció como objetivos específicos: comprender cómo los niños y la familia perciben su relación y mapear cómo esta categoría se presentó en las relaciones cotidianas durante la pandemia. El universo de la investigación fue una escuela pública municipal, ubicada en la ciudad de Guarulhos, y los sujetos fueron cinco familias y niños de Educación Infantil matriculados en esa escuela. La metodología utilizada fue de carácter cualitativo, y los instrumentos de recolección de datos fueron entrevistas semiestructuradas con familias y niños. También se realizaron visitas domiciliarias para la recolección de datos y actividades en el aula con los niños con el mismo fin. Por ser niños pequeños, además de la entrevista semiestructurada, se propuso a los niños, sujetos de esta investigación, expresar sus percepciones sobre la relación con su familia y con la escuela a través de dibujos.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2022-05-06T20:05:52Z No. of bitstreams: 1 Priscila Kely da Rocha.pdf: 2228556 bytes, checksum: add044f51098d96d2b0e5612d9edfb0b (MD5)Made available in DSpace on 2022-05-06T20:05:52Z (GMT). No. of bitstreams: 1 Priscila Kely da Rocha.pdf: 2228556 bytes, checksum: add044f51098d96d2b0e5612d9edfb0b (MD5) Previous issue date: 2022-03-14application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gestão e Práticas EducacionaisUNINOVEBrasilEducaçãoeducaçãofamíliainfânciapandemiaeducationfamilychildhoodpandemiceducaciónfamiliainfânciapandemiaCIENCIAS HUMANAS::EDUCACAOA relação família-escola e a infância em tempos de pandemiaThe family-school relationship and childhood in times of pandemicinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALPriscila Kely da Rocha.pdfPriscila Kely da Rocha.pdfapplication/pdf2228556http://localhost:8080/tede/bitstream/tede/2918/2/Priscila+Kely+da+Rocha.pdfadd044f51098d96d2b0e5612d9edfb0bMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2918/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/29182022-05-06 17:05:52.113oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2022-05-06T20:05:52Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
A relação família-escola e a infância em tempos de pandemia |
dc.title.alternative.eng.fl_str_mv |
The family-school relationship and childhood in times of pandemic |
title |
A relação família-escola e a infância em tempos de pandemia |
spellingShingle |
A relação família-escola e a infância em tempos de pandemia Rocha, Priscila Kely da educação família infância pandemia education family childhood pandemic educación familia infância pandemia CIENCIAS HUMANAS::EDUCACAO |
title_short |
A relação família-escola e a infância em tempos de pandemia |
title_full |
A relação família-escola e a infância em tempos de pandemia |
title_fullStr |
A relação família-escola e a infância em tempos de pandemia |
title_full_unstemmed |
A relação família-escola e a infância em tempos de pandemia |
title_sort |
A relação família-escola e a infância em tempos de pandemia |
author |
Rocha, Priscila Kely da |
author_facet |
Rocha, Priscila Kely da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Roggero, Rosemary |
dc.contributor.referee1.fl_str_mv |
Roggero, Rosemary |
dc.contributor.referee2.fl_str_mv |
Sanches, Emilia Maria Bezerra Cipriano Castro |
dc.contributor.referee3.fl_str_mv |
Teixeira, Rosiley Aparecida |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0722984455393809 |
dc.contributor.author.fl_str_mv |
Rocha, Priscila Kely da |
contributor_str_mv |
Roggero, Rosemary Roggero, Rosemary Sanches, Emilia Maria Bezerra Cipriano Castro Teixeira, Rosiley Aparecida |
dc.subject.por.fl_str_mv |
educação família infância pandemia |
topic |
educação família infância pandemia education family childhood pandemic educación familia infância pandemia CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
education family childhood pandemic |
dc.subject.spa.fl_str_mv |
educación familia infância pandemia |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The removal of schools, caused by the Covid-19 pandemic, has led children to study at home; showed, in many cases, how far the families were from the institution and from their children's learning. At that moment, family relationships were put in check. There were several challenges faced by the family and the child away from the conviviality of relatives, friends, school, teachers; away from spaces where she could express herself, play, experiment and experience new experiences. Remote teaching has become the only option so that the rights to learn school content are not suppressed at the most critical moment of the pandemic; consequently, family relationships were positively and/or negatively affected. Knowing the consequences suffered by all humanity at this time of impacts on health, economy, loss of loved ones, professional and school activities being developed in other ways, including social isolation, our hypothesis was that the relationships between children, family and school were significantly affected. The relationship between family and school needed to be strengthened. Family members and children were faced with an almost full-time coexistence, which brought contradictions in the relationships that permeated different results, ranging from affective approximation, greater acceptance and participation in learning to the neglect of school dropout and vulnerability, with abuse and violence. The pandemic also showed that the child remains the most fragile link in relationships. Whether in the family, at school or in their community, there is little space for listening and welcoming their demands and feelings. in their community, there is little space for listening and welcoming their demands and feelings. It was presented as a problem of the present research to understand the way in which family relationships were affected by the pandemic, as well as the relationship between the family, school and children in early childhood education during the period of confinement and remote school. The object of this research was family relationships and the way they were affected by the pandemic. We sought to answer the following question: were the relationships between family, school and childhood affected with remote teaching in times of pandemic and quarantine? As an objective, the research proposed to understand how and if the confinement imposed by the pandemic affected family relationships. It established as specific objectives: to understand how children and family perceive their relationship and map how this category presented itself in everyday relationships during the pandemic. The research universe was a municipal public school, located in the city of Guarulhos, and the subjects were five families and children from Early Childhood Education enrolled in that school. The methodology used was of a qualitative nature, and the data collection instruments were semi-structured interviews with families and children. There were also home visits for data collection and classroom activities with the children for the same purpose. As they are small children, in addition to the semi-structured interview, it was proposed to the children, subjects of this research, to express their perceptions of the relationship with their family and with the school through drawings. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-06T20:05:52Z |
dc.date.issued.fl_str_mv |
2022-03-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Rocha, Priscila Kely da. A relação família-escola e a infância em tempos de pandemia. 2022. 136 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2918 |
identifier_str_mv |
Rocha, Priscila Kely da. A relação família-escola e a infância em tempos de pandemia. 2022. 136 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/2918 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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eu_rights_str_mv |
openAccess |
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Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Mestrado em Gestão e Práticas Educacionais |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
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Universidade Nove de Julho (UNINOVE) |
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UNINOVE |
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UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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