Classe social e estratégias parentais de apoio aos estudantes na pandemia. Resultados para o Chile do International COVID-19 Impact on Parental Engagement Study
DOI:
https://doi.org/10.35362/rie8614449Palavras-chave:
pandemia; práticas educacionais; família; classe socialResumo
A irrupção da pandemia COVID-19 e a transição para a educação remota situam as famílias no processo e na experiência educacional de seus filhos e filhas numa posição de especial importância (Bonal e González, 2020). O objetivo do artigo é explorar as práticas educacionais da classe média profissional chilena num período de crise sanitária. Para isso, utiliza-se o banco de dados do estudo transnacional, International COVID-19 Impact on Parental Engagement Study (ICIPES), que agrupou 23 países. No caso chileno, coletaram-se 1.597 respostas para descrever as práticas educacionais realizadas pelos grupos sociais, além de testar a relação entre as duas variáveis. Conclui-se que há um envolvimento parental transversal no processo e experiência de aprendizagem durante a pandemia. No entanto, há diferenças nas práticas educacionais. Enquanto pais e mães não profissionais procuram práticas de fortalecimento da educação, aqueles que fazem parte do grupo profissional priorizam a participação da criança em atividades extraescolares que estimulam sua aprendizagem cognitiva. Além disso, algumas práticas educacionais formais e não formais estão associadas à classe social das famílias e, portanto, reafirmam a desigualdade educacional que se reproduz de acordo com os recursos econômicos que uma pessoa possui
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