Interferências das práticas parentais na motivação escolar e no processo de ensino e aprendizagem

Abstract

The family with the first means of socializing the individual, imprinted their marks on the children throughout the life cycle. Thus, the practices that parents perform within the family context generate repercussion in the different environments frequented, including in the school. In the school environment, the teaching and learning process is influenced by political, didactic and pedagogical factors, as well as the motivation to learn from the students and the attitudes of parents, mothers and caregivers. Based on this assumption, the present research aims to analyze possible influences of Parenting Practices and School Motivation in the teaching and learning process. Participating in this study were 51 students from two state schools, who attended the 9th grade and 5 teachers from these classes. Data collection occurred in two phases, due to the present research make use of a mixed methodological approach. The first stage occurred with the students, a socio-demographic questionnaire was used in order to create a sample profile; to identify Parental Practices adopted by parents in the eyes of the children we use the Alabama Parenting Questionary (FRICK, 1991); the present motivation was analyzed through the School-Based Child Motivation Assessment Scale - EAME-IJ (MARTINELLI; SISTO, 2011) and with the income was evaluated from the averages of the bulletins assigned by the school with the authorization of those responsible. The second stage of data collection was carried out through a semi-structured interview with the teachers. The data indicated that there are significant relationships between Motivated Parenting Practices, where we identified the presence of positive and negative parenting practices, such as positive monitoring and inconsistent punishment, extremely related to Extrinsic Motivation. And the use of positive practices (Positive Monitoring) and negative (Negligence and Physical Abuse) also related to the averages presented in the subjects of Geography and English. Extrinsic Motivation appeared to be mostly present in the research sample, and consequently establishing relationships with the parental practices and with the discipline of English. Considering the results analyzed, we highlight the involvement of parents, mothers and guardians in the school environment, in order to promote the development of an Intrinsic Motivation to learn, thus minimizing the use of negative practices. After all, teachers report that the use of Extrinsic Motivation used by the parents, especially in this age group, characterized by rewards, withdrawals of privileges and even punishment, is affecting students who are only concerned about achieving an average, fact with learning and mainly with social applicability of the knowledge learned in the school environment. However, we consider the articulation of motivational aspects to learn as the duties of both the family and the school, and the two environments should be aimed at promoting an intrinsic motivation, based and objectified in the acquisition of meaningful learning.