Representações sociais sobre educação por pais de alunos da zona rural de Cuité - PB.

Abstract

The educational process was discussed in this paper to understand how it, in the view of parents, occurs in a rural area of the city of Cuité—PB. The work consisted of research general data about the region of the study, Bujari, as well as the particularities of the social group represented by parents, then to analyze the understanding that these parents have about education and its role in their experiences and in the educational experiences of their children. Using the Theory of Social Representations in this work is due to the fact that it provides a way to investigate how they are formed and how the thoughts of people and groups are used to interpret their daily lives, The participants were eight individuals, being: a father, five mothers and two grandmothers (responsible for the creation of the grandchildren) of students living at Bujari and neighborhoods. Data collection was performed through a semi—structured interview With 20 questions, and the answers were submitted to thematic content analysis. Through analysis of the interviews we can see that all respondents are based primarily on the idea of moral behavior to define education. Secondly, the idea of studying or going to school appeared with the answers related to the usefulness of education and its role in the future. According to the respondents education takes place mainly at home, with parents, where they emphasize the value of good behavior. Later, they cite the school and the importance of the individual to want to educate himself. For them, to have education a person should seek to educate himself receiving advice and encouragement from parents and school. Parents interviewed mostly deposited in the future the importance of school education, they say that only with it that children will find employment and may have a different life in relation to their parents. With this research we can conclude that due to little contact that parents had with School in their life experiences as well as to the lack of projects that enhance the effective participation of parents in their childrenas school life, there is much to be done in terms of educational incentives and realizations, since that, education only occurs in a satisfactory way if there are incentives and various types of accompaniments.