INTERSECTIONS BETWEEN PARENTING AND SCHOOL LEARNING

THEORETICAL, SOCIOCULTURAL, EMOTIONAL AND PSYCHOPEDAGOGICAL ASPECTS

Authors

DOI:

https://doi.org/10.36661/2358-0666.2023v10n2.14079

Keywords:

Schooling, Masculinities, Gender, State of knowledge

Abstract

The article investigates, based on an interdisciplinary stance, the relationships between parenthood and school learning through a State of Knowledge survey in the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). With the aim of stimulating the debate on the exercise of responsible parenthood as a mechanism to ensure material conditions and guarantee emotional support for schooling, we sought to identify the flow of academic productions, within the scope of Brazilian postgraduate programs, that contemplate perspectives and trends in studies and research on parenting and school learning in contemporary society. The documentary corpus, constituted based on the descriptors active parenthood/school learning, linked to the Boolean operator or, covers thirteen academic works. When analyzing the content of the works, it is understood that, despite being limited in number, it is possible to infer that the active paternal presence – effective and engaged – positively influences school learning – as in the entire process of human development – of children.

Author Biographies

  • Fernanda Schons, Federal University of Fronteira Sul

    Fernanda Schons has been an educator for over twenty years. Master's student in the Interdisciplinary Postgraduate Program in Human Sciences (PPGICH) at the Federal University of Fronteira Sul (UFFS) - Campus Erechim. She has a degree in Professional High School-Teaching from Escola Estadual Normal José Bonifácio (Erechim / RS) and a degree in Mathematics from Centro Universitário Internacional (Uninter). She works as a private teacher and pedagogical advisor at NC Cursos. She has teaching experience in several disciplines, with emphasis on Mathematics, Physics, Chemistry and Biology - in addition to teaching English, Literature and Portuguese classes. His research interest is centered on mathematics teaching, especially on the following topics: textbooks, public educational policies, teaching and learning in basic education, digital technologies in the school environment and mathematics education. She is part of the Study and Research Group on Mathematics Education and Technologies (GEPEM@T).

  • Guilherme José Schons, Federal University of Fronteira Sul

    History course student at the Federal University of Fronteira Sul (UFFS) - Campus Erechim. He is a fellow of the Tutorial Education Program/Conexões de Saberes-Práxis (PET/FNDE), a group focusing on popular education with a Freirean matrix. He is a founding member of the UFFS Public History Laboratory (LAHIPU). He is part of the team of the Anjo da História extension project: a digital platform for historical dissemination and debate, a Public History initiative with Benjaminian inspiration. He works at the Documentation Center and Oral History Laboratory (CDLHO) at UFFS, with involvement in the Research Group on Conservation Practices in Historical Documents in Colônia Erechim and in the digitization and cataloging activities of judicial collections. He develops the research project War and peace in History textbooks: the proposal "for an International Understanding" by UNESCO, within the scope of the Scientific and Technological Initiation Program (PRO-ICT) at UFFS. Composes the Research Group Sites of memory and consciousness: traumatic pasts, public sphere and democracy, associated with the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) - Campus Erechim and the Brazilian Network of Memory Site Researchers and Consciousness (REBRAPESC). He is a volunteer in the Pedagogical Residency Program (PRP / CAPES). He was an investigator (2021-2023) of the research project Mediation and Didactics: a genealogical and cartographic study of the academic production of Education for Young and Adult People in Brazil (PRO-ICT/UFFS), as well as a scholarship holder (2020-2021) and volunteer (2021-2022) of the Institutional Teaching Initiation Scholarship Program (PIBID/CAPES). He participates, as a student representative, in several collegiate bodies at UFFS. He has experience in research related to the history of Erechim and the civil-military dictatorship in the Alto Uruguai region. He is interested in the following themes: Brazilian civil-military dictatorship, Portuguese Estado Novo in Mozambique, colonial trauma, testimonial literature and post-colonial and decolonial studies, which are the focus of the ongoing course completion work project (TCC), Memories of two Iberian-American dictatorships: Brazil, Mozambique and Portugal in the post-colonial writings of Conceição Evaristo and Isabela Figueiredo.

Imagem da capa: Botellas - Óleo sobre tela - Julika Mejía

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Published

29-02-2024

Issue

Vol. 10 No. 2 (2023): Dossiê: Paternidade e Cuidado

Section

Artigos - Dossiê

How to Cite

SCHONS, Fernanda; SCHONS, Guilherme José. INTERSECTIONS BETWEEN PARENTING AND SCHOOL LEARNING: THEORETICAL, SOCIOCULTURAL, EMOTIONAL AND PSYCHOPEDAGOGICAL ASPECTS. Gavagai - Revista Interdisciplinar de Humanidades, Brasil, v. 10, n. 2, p. 44–61, 2024. DOI: 10.36661/2358-0666.2023v10n2.14079. Disponível em: https://periodicos.uffs.edu.br/index.php/GAVAGAI/article/view/14079. Acesso em: 10 apr. 2025.