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Escola, comunidade e família: Visão dos professores das escolas rurais de gestão comunitária na Guiné-Bissau
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Resumo(s)
A relação da escola com a família e a comunidade é uma das temáticas mais debatidas e discutidas no âmbito da investigação em educação. Este assunto torna-se ainda mais pertinente quando falamos dos países em desenvolvimento, em que as escolas nas comunidades assumem uma importante resposta no acesso à educação. Na Guiné-Bissau, a maior parte da população vive em zonas rurais, mas apenas menos de metade dos recursos alocados à educação são distribuídos por essas zonas. Apesar da educação ser reconhecida como um direito fundamental e ser assumida como tendo um papel central no desenvolvimento do país, o atual sistema educativo tem uma baixa qualidade, que se traduz, entre outros aspetos, em fracos resultados de aprendizagem. Este estudo tem como finalidade conhecer a visão que os professores têm acerca da relação da escola com a comunidade e a família. Foram auscultados trinta professores do 1.º ciclo do ensino básico de 17 escolas rurais de gestão comunitária, na região leste da Guiné-Bissau. Para recolha de dados recorreu-se a um questionário de caracterização pessoal e profissional e a entrevistas aos professores, realizadas em grupo focal. Os resultados evidenciam que os professores valorizam as relações da escola com a comunidade e com as famílias e reconhecem a importância da comunidade na gestão da escola. No entanto, identificam alguns constrangimentos, principalmente na falta de compromisso que as comunidades têm na gestão financeira da escola. Algumas escolas demonstram ter uma participação ativa da comunidade, enquanto outras não demonstram nenhum interesse em assumir o seu papel. Os professores revelam que a comunidade, apesar de valorizar a escola como infraestrutura, não se interessa pela qualidade do ensino que as crianças recebem e, algumas vezes, prejudicam o funcionamento da escola. Para concluir, destacamos o papel que as escolas assumem como resposta às necessidades educativas das crianças destas
comunidades. Estas, por sua vez, devem assumir o seu papel na relação com as escolas e os professores e deverão entender a importância que a comunidade assume na escola. Torna-se necessário concertar esforços, entre as ONG e outras instituições, para que haja uma maior articulação e definição de papéis dos diferentes intervenientes e se deem passos largos no caminho que é necessário fazer para se alcançar uma educação de qualidade para todos.
The relationship between the school, the family and the community is one of the most discussed topics in the field of education research. This issue becomes even more relevant when we talk about developing countries, where schools in communities take an important response in access to education. In Guinea-Bissau, most of the population lives in rural areas, but only less than half of the resources allocated to education are distributed among these areas. Although education is recognized as a fundamental right and is assumed to play a central role in the development of the country, the current educational system is of a low quality, which translates, among other aspects, into weak learning outcomes. This study aims to understand the view that teachers have about the relationship between the school, the community and the family. Thirty teachers from the 1st cycle of basic education from 17 community management rural schools in the eastern region of Guinea-Bissau were surveyed. For data collection, a questionnaire of personal and professional characterization and interviews with teachers, conducted in a focus group, were used. The results show that teachers value the school's relationships with the community and with families and recognize the importance of the community in school management. However, they identified some constraints, especially in the lack of commitment that communities have in the financial management of the school. Some schools show active community participation, while others show no interest in assuming their role. Teachers reveal that the community, despite valuing the school as an infrastructure, is not interested in the quality of the teaching that children receive and sometimes impair so-called school functioning. In conclusion, we highlight the role that schools play as a response to the educational needs of children in these communities. They, in turn, must assume their role in the relationship with schools and teachers and should understand the importance that the community assumes in school. It is necessary to work together, between NGOs and other institutions, to ensure greater articulation and definition of roles of the different actors and to take great steps on the path to achieving quality education for all.
The relationship between the school, the family and the community is one of the most discussed topics in the field of education research. This issue becomes even more relevant when we talk about developing countries, where schools in communities take an important response in access to education. In Guinea-Bissau, most of the population lives in rural areas, but only less than half of the resources allocated to education are distributed among these areas. Although education is recognized as a fundamental right and is assumed to play a central role in the development of the country, the current educational system is of a low quality, which translates, among other aspects, into weak learning outcomes. This study aims to understand the view that teachers have about the relationship between the school, the community and the family. Thirty teachers from the 1st cycle of basic education from 17 community management rural schools in the eastern region of Guinea-Bissau were surveyed. For data collection, a questionnaire of personal and professional characterization and interviews with teachers, conducted in a focus group, were used. The results show that teachers value the school's relationships with the community and with families and recognize the importance of the community in school management. However, they identified some constraints, especially in the lack of commitment that communities have in the financial management of the school. Some schools show active community participation, while others show no interest in assuming their role. Teachers reveal that the community, despite valuing the school as an infrastructure, is not interested in the quality of the teaching that children receive and sometimes impair so-called school functioning. In conclusion, we highlight the role that schools play as a response to the educational needs of children in these communities. They, in turn, must assume their role in the relationship with schools and teachers and should understand the importance that the community assumes in school. It is necessary to work together, between NGOs and other institutions, to ensure greater articulation and definition of roles of the different actors and to take great steps on the path to achieving quality education for all.
Descrição
Palavras-chave
escolas comunitárias comunidade famílias Guiné-Bissau
Contexto Educativo
Citação
Dias, Filipe; Rodrigues, Maria José (2023). Escola, comunidade e família: Visão dos professores das escolas rurais de gestão comunitária na Guiné-Bissau. In IX Encontro International de Formação na Docência: livro de atas. Bragança: Instituto Politécnico. p. 398-409. ISBN 978-972-745-354-2
Editora
Instituto Politécnico de Bragança