Análise da relação entre escola e pais e/ou encarregados de educação na progressão da aprendizagem dos alunos: caso da Escola Primária Completa Hulene B, Cidade de Maputo 2016-2017

Abstract

Based on the findings of the Hulene "B" Comprehensive Primary School, indicating the poor conservation of pupils' school materials, the lack of appropriation of reading and writing skills provided for in the current Basic Education Curriculum Plan, as well as the absences of parents and/or guardians from quarterly meetings, this study sought to understand the relationship between parents and/or guardians and the Hulene "B" Comprehensive Primary School, regarding the progression of pupils' learning. It opted for a combination of qualitative-quantitative approach and as an instrument of data collection the questionnaire and structured interview were applied to parents and/or guardians, teachers and members of the management of Hulene "B" Comprehensive Primary School. From the study carried out, it is concluded that the relationship established between parents and / or guardians and the Hulene Complete Primary School "B", in the progression of learning is not the best given the fact that, parents and / or guardians are requested only at the end of each quarter and / or in the event of a specific problem such as: lack of school supplies; lack of hygiene, punctuality, etc. On the other hand On the other hand, it appears that the greatest concern of parents and/or guardians is the has to do with the progression of pupils to subsequent classes. Therefore, the form of participation at EPCH runs counter to the participatory principle that should guide educational actors in a given school, as explained by educational actors of a given school, as explained by the different normative normative instruments issued by the Ministry of Education and Human Development. (TRADUÇAO NOSSA)