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O envolvimento parental durante a pandemia covid-19: perceções e crenças dos pais em Portugal
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Advisor(s)
Abstract(s)
O papel dos pais na educação dos filhos é crucial para o sucesso educativo das crianças e tem benefícios para todos os intervenientes (pais, professores, profissionais, crianças). O contexto atual da pandemia covid-19 mudou a forma como os pais se envolvem e participam na escola, revelando uma diversidade de práticas. Estas são orientadas pelas perceções e crenças que os pais têm sobre a sua participação e sobre as suas competências, bem como pelas vantagens e obstáculos que atribuem ao seu envolvimento. Assim sendo, procurou-se com o estudo que aqui se apresenta: 1) Caracterizar as perceções dos pais sobre o seu envolvimento na escola durante a pandemia covid-19, nomeadamente na fase de distanciamento social e de ensino remoto de emergência; 2) Identificar os benefícios e obstáculos sobre o seu envolvimento e a relação escola/família; 3) Caracterizar as crenças de autoeficácia dos pais portugueses sobre o seu papel na fase de distanciamento social e de ensino remoto de emergência. Neste estudo participaram 106 pais de crianças a frequentar os 1º e 2º ciclos do Ensino Básico. Para a recolha de dados foi utilizado um questionário com 29 questões. De forma global, os resultados indicaram que: os pais referem uma diversidade de obstáculos que remetem para barreiras pragmáticas, culturais e psicológicas; as novas tecnologias foram essenciais para a comunicação escola/famílias; houve uma diversidade de respostas a nível da gestão do tempo das tarefas escolares e familiares; assim mesmo, a maioria dos pais referiu a existência de desgaste emocional e social, realçando o afastamento dos amigos e outros familiares.
The parents’ role in their children’s education is crucial for children’s educational success and benefits all stakeholders (parents, teachers, professionals, children). The current con text of the Covid-19 pandemic has changed the way parents get involved and how they participate in school, revealing a diversity of practices. These practices are guided by the perceptions and beliefs that parents have about their participation and their skills, as well as the advantages and obstacles they attribute to their involvement. Therefore, with the study presented here, we sought to: 1) Characterize the perceptions of parents about their involvement in school during the Covid-19 pandemic, namely in the phase of period of social distancing and emergency remote teaching; 2) Identify the benefits and obstacles on their involvement and the school/family relationship; 3) Characterize Portuguese parents’ self-efficacy beliefs about their role in the confinement and emergency remote teaching phase. A total of 106 parents of children attending the 1st and 2nd cycles of Ba sic Education participated in this study. A questionnaire with 29 questions was used for data collection. Overall, the results indicated that: parents report a variety of obstacles that lead to pragmatic, cultural and psychological barriers; new technologies were essential for school/families’ communication; there was a diversity of responses in terms of time management of school and family tasks; most parents reported the existence of emotio nal and social wear, highlighting the distancing from friends and other family members.
The parents’ role in their children’s education is crucial for children’s educational success and benefits all stakeholders (parents, teachers, professionals, children). The current con text of the Covid-19 pandemic has changed the way parents get involved and how they participate in school, revealing a diversity of practices. These practices are guided by the perceptions and beliefs that parents have about their participation and their skills, as well as the advantages and obstacles they attribute to their involvement. Therefore, with the study presented here, we sought to: 1) Characterize the perceptions of parents about their involvement in school during the Covid-19 pandemic, namely in the phase of period of social distancing and emergency remote teaching; 2) Identify the benefits and obstacles on their involvement and the school/family relationship; 3) Characterize Portuguese parents’ self-efficacy beliefs about their role in the confinement and emergency remote teaching phase. A total of 106 parents of children attending the 1st and 2nd cycles of Ba sic Education participated in this study. A questionnaire with 29 questions was used for data collection. Overall, the results indicated that: parents report a variety of obstacles that lead to pragmatic, cultural and psychological barriers; new technologies were essential for school/families’ communication; there was a diversity of responses in terms of time management of school and family tasks; most parents reported the existence of emotio nal and social wear, highlighting the distancing from friends and other family members.
Description
Keywords
Participação dos pais Crenças dos pais Envolvimento parental COVID-19 Educação a distância Parents participation Family involvement Distance education Parents beliefs
Pedagogical Context
Citation
Almeida, A. P. y Pachecho, P. (2023). O envolvimento parental durante a pandemia covid-19: Perceções e crenças dos pais em Portugal. Revista Colombiana de Educación, (89), 9-32. https://doi.org/10.17227/rce.num89-13812
Publisher
Revista Colombiana de Educación