A participação dos pais e encarregados de educação do processo de ensino-aprendizagem dos alunos da educação básica do 2° ciclo: caso Escola Primária Completa Unidade - H na Cidade da Matola, (2020- 2023)

Abstract

O presente trabalho de pesquisa discute acerca de Participação dos Pais e Encarregados de Educação do Processo de ensino-aprendizagem dos alunos da Educação Básica do 2° ciclo: caso Escola Primária Completa Unidade –H na Cidade da Matola, (2020-2023).O Ministério da Educação e Desenvolvimento Humano (MINEDH, 2020) reconhece, nos seus instrumentos de política educativa, que a co- responsabilização dos encarregados de educação constitui um dos pilares para a promoção de uma educação inclusiva, equitativa e de qualidade, conforme preconizado no Plano Estratégico da Educação 2020–2029. 2.017 This research paper discusses the Participation of Parents and Guardians in the Teaching-Learning Process of students in the 2nd cycle of Basic Education: the case of the Complete Primary School Unit –H in the City of Matola, (2020-2023). The Ministry of Education and Human Development (MINEDH, 2020) recognizes, in its educational policy instruments, that the co- responsibility of guardians constitutes one of the pillars for the promotion of inclusive, equitable and quality education, as advocated in the Strategic Education Plan 2020–2029.

This research aims to analyze the participation of parents and guardians in the teaching-learning process of students in the second cycle of primary education: the case of the Complete Primary School Unit "H" in the city of Matola, from 2020 to 2023. In the context of the participation of parents and guardians in the teaching-learning process of students, the school reveals that the participation of parents and guardians occurs predominantly in formal moments, such as school meetings, and is still limited in the continuous pedagogical monitoring of their children. The main factors that condition this involvement are the low level of schooling, socioeconomic difficulties, lack of time, lack of knowledge of the school curriculum, and the lack of parental empowerment strategies on the part of the school. Qualitative and bibliographic research was used to make the work feasible, and techniques such as interviews and questionnaires were also used as data collection instruments. The results revealed that the participation of parents and guardians occurs predominantly in formal settings, such as school meetings, and is still limited in the continuous pedagogical monitoring of their children. Our work concludes that the presence and involvement of parents and guardians contribute significantly to better academic performance, a reduction in disruptive behavior, and increased student motivation (TRADUÇÃO NOSSA)