A relação família-escola e a produção da qualidade de ensino na Escola Agrotécnica Federal de Salinas - MG

Abstract

This work investigates the school trajectories and the scholar, familiar of socialization processes involving youths who join in the first grades of the secondary and technical courses in the school year of 2007 at Escola Agrotécnica Federal de Salinas (EAFSalinas-MG). The research analyzed how the institutional and familiar characteristics interact for the production of the image of quality of education exhibited for this institution. Based on the theoretical target of the workmanship of Pierre Bourdieu who articulated approaches of qualitative form and in some aspects also quantitative by means of the application of three questionnaires (parents, teachers and pupils), with objective of raising the general characteristics of the involved educational agents in the process of teaching and learning. The results of the inquiry had allowed to trace some combined strategies family-school that assure school trajectories, that in turn guarantee the representations on the quality of this school. Thus we identify the way these families invest in the schooling years of their children, how the durable disposition (habitus) is established and the volumes and structures of capitals more or less favorable to the requirements of education are used. Thus, we aim at to extend our understanding concerning production of the quality of teaching of this institution and 'apparent' paradox between the objectives of the technical education and the ones of the clientele who look for this school as well the terminal and technical trait versus the propaedeutic trait. One of the goals of the research was the characterization of the EAFSalinas in accordance with its institutional politician project, teacher staff and clientele, thus tracing a sociographical profile of the involved actors, focusing the interaction family-school and socio educative practice of the families and the institution. This research gave indications to interpretation of the school success or failure of the student, as well as, measured effectively the value added by the institution, that is the effect-school in the production of school trajectories of success.