Família e educação complementar: um olhar fenomenológico

• Ano de defesa: 2011
• Autor(a) principal: Marinho, Marcos Eduardo Ferreira
• Orientador(a): Szymanski, Heloisa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Família; Educação complementar; Diálogo; Fenomenologia; Paulo Freire
• Palavras-chave em Inglês: Family; Further education; Dialogue; Phenomenology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/15988

This study was conducted with educators who work in a nationwide program that this paper we call PSE / PCE (Educational Partner Program / Programme Completion of Education). Aimed at understanding the meanings that are unveiled to social educators, on the participation of families with students in a program of continuing education. For this, two meetings were reflective with a team of seven educators who work in the PCE / PSE of a municipality in the state of Sao Paulo. The meetings were semi-directed, performed in the workplace, and was based on the speech of the participants, which were recorded and transcribed. The narratives of the seven participants were organized into constellations and analysis showed the presence in the discourse of educators from a belief in what Lahire (2004) calls the "myth of parental failure", giving it a context of complex and diverse family structures of poor families are not understood by educators. Communication with families is seen as being prescriptive and "awareness" about the right ways to organize and care for children and better division of tasks with the educators