Homework and Relationship with Families in Full-Time School

Resende, Tânia de Freitas; Canaan, Mariana Gadoni; Reis, Laís da Silva; Oliveira, Roberta Alves de; Souza, Tereza Cristina Starling de

doi:10.1590/2175-623662458

Tânia de Freitas Resende

Universidade Federal de Minas Gerais (UFMG), Belo Horizonte/MG – Brazil

Mariana Gadoni Canaan

Universidade Federal de Minas Gerais (UFMG), Belo Horizonte/MG – Brazil

Laís da Silva Reis

Universidade Federal de Minas Gerais (UFMG), Belo Horizonte/MG – Brazil

Roberta Alves de Oliveira

Universidade Federal de Minas Gerais (UFMG), Belo Horizonte/MG – Brazil

Tereza Cristina Starling de Souza

Belo Horizonte Municipal Government (PBH), Belo Horizonte/MG – Brazil

Tânia de Freitas Resende holds a PhD in Education, is a professor of Sociology of Education at Universidade Federal de Minas Gerais (UFMG) and a researcher of the Family-School Sociological Observatory (OSFE/UFMG). E-mail: taniaresbr@gmail.com

Mariana Gadoni Canaan holds a Bachelor’s degree in Social Sciences (2009) and a Master’s in Education (2012) from the Universidade Federal de Minas Gerais (UFMG). She is a doctoral student in Education at UFMG and a member of the Family-School Sociological Observatory (OSFE / UFMG). E-mail: mari_canaan@yahoo.com.br

Laís da Silva Reis graduated in Pedagogy by Universidade Federal de Minas Gerais (UFMG). She is a master student in Education by the same university (UFMG) and a member of the Family-School Sociological Observatory (OSFE/UFMG). E-mail: laisrreis@hotmail.com

Roberta Alves de Oliveira is a student of Pedagogy at Universidade Federal de Minas Gerais (UFMG) and a member of the Family-School Sociological Observatory (OSFE/UFMG). E-mail: robs1993.rao@gmail.com

Tereza Cristina Starling de Souza holds a degree in Pedagogy from Universidade Federal de Minas Gerais (1989). She has two Post-graduation courses, lato sensu, in the Educational field. She is a professor at Faculdade Única de Contagem, in the Pedagogy course. She is a teacher in the public educational system of Belo Horizonte. She was a researcher/teacher by OBEDUC/CAPES in the project which originated this article. E-mail: terezacristinasouza@yahoo.com.br

City School System	Schools that RECEIVED the questionnaire	Schools that RESPONDED the questionnaire	Professionals that RECEIVED the questionnaire	Professionals that RESPONDED the questionnaire
Belo Horizonte Municipal System	163	89	348	103
Belo Horizonte State System	72	40	150	51
Contagem Municipal System	45	18	80	20
Ibirité Municipal System	13	5	24	11
Lagoa Santa Municipal System	15	7	32	8
Ribeirão das Neves Municipal System	32	10	66	8
Sabará Municipal System	16	4	34	5
Total	356	173	734	206

School	System	School BEDI (2013)³¹ 31 The K-12 Education Development Index (Índice de Desenvolvimento da Educação Básica – IDEB) tries to measure the quality of K-12 education in Brazil through the use of information on students’ approval rate and learning on Portuguese and Mathematics. This index varies from 0 to 10; values closer to zero indicate low quality and those close to ten indicate an excellent quality of education. IDEB’s goals are different to each school and system, but the objective as a country is to reach an average of 6 points until 2022, a score that corresponds to those in developed countries. More information available at: <http://portal.inep.gov.br/web/portal-ideb>. Access on: 17 Nov. 2015.	School SEL (2013)³² 32 The socioeconomic level index (SEL) synthetizes information on schooling, occupation, and income of students’ families. The index varies from 0 to 10; the closer to 0, the lower is the socioeconomic level of the school attendees, and the closer to 10, the higher it is. More information available at: <http://www.todospelaeducacao.org.br/biblioteca/1468/o-nivel-socioeconomico-das-escolas-de-educacao-basica-brasileiras/>. Access on: 17 Nov. 2015.	Neighborhood MHDI (2010)³³ 33 The municipal human development index (MHDI) assembles three dimensions – life expectancy, education, and income – as a measurement of human development in the city and, in the case of Brazilian metropolitan areas, its regions and neighborhoods. MHDI varies from 0 to 1: the closer to 0, the less developed is the region; the closer to 1, the higher. More information available at: <http://www.atlasbrasil.org.br/2013/pt/o_atlas/desenvolvimento_humano/>. Access on: 17 Nov. 2015.	% of people vulnerable to poverty in the neighborhood (2010)³⁴ 34 Proportion of individuals with a household income per capita equal or inferior to ½ minimum wage. In June 2016, the minimum monthly wage was R$880.	% of children in households where nobody has graduated in elementary school (2010)³⁵ 35 Proportion of children up to 14 years old who live in a household in which none of the inhabitants have finished elementary school.
A	Municipal	3.8	4.6 (average- low)	0.637 (average)	34.3	31.7
B	Municipal	5.6	5.2 (average)	0.681 (average)	32.5	33.5
C	State	5.9	5.1 (average)	0.748 (high)	18.9	19.8
D	State	6.0	5.4 (average -high)	0.851 (very high)	5.4	8.4
E	State	6.6	5.8 (average -high)	0.830 (very high)	7.5	15.1
F	State	6.8	5.3 (average)	0.764 (high)	17.6	19.0
G	Municipal	7.1	6.1 (average -high)	0.882 (very high)	4.8	9.7
H	State	*	*	0.851 (very high)	5.4	8.4

Homework situation	Number of answers	%
Children do not have homework.	1	0.5
Children do the homework at home.	10	7.5
Children do the homework in the counter shift.	43	31.5
Children do part of homework at home and part in the counter shift.	37	27.0
Some children and/or classes do the homework in the counter shift.	31	22.5
No child does the homework in the counter shift, but I do not know if children have homework or not.	6	4.5
Did not answer question or annulled answer.	9	6.5
Total	137	100.0

Statements	Opinion of answerers* (in % of answers)
Statements	Disagree	Neither agree nor disagree	Agree
A. If the child stays in school activities full-time, then homework is not necessary.	89.3	5.9	4.8
B. The school activities during the full-time period do NOT substitute the homework.	10.7	7.0	82.4
C. The assignments to be done at home are essential to develop students’ autonomy and study habits.	7.5	5.9	86.7
D. One of the functions of counter shift is to reinforce the content of regular school, including through homework.	37.4	15.5	47.0
E. Homework is not a task of counter shift, because it should prioritize different languages and activities to fully form the child and youngster.	43.3	23.5	33.1
F. To do the homework in the counter shift is a valid strategy to face the inequalities in students/families’ conditions	19.8	12.3	68.0
G. We cannot demand families to follow the homework when they have no conditions to do so.	54.6	15.5	29.9
H. To do the homework in the school is to substitute the role of families.	37.5	23.5	39.0
I. To do the homework in school harms the family support of their children’s school life.	46.0	21.4	32.6

[1] Tânia de Freitas Resende holds a PhD in Education, is a professor of Sociology of Education at Universidade Federal de Minas Gerais (UFMG) and a researcher of the Family-School Sociological Observatory (OSFE/UFMG). E-mail: taniaresbr@gmail.com

Brasil

Brasil

Homework and Relationship with Families in Full-Time School

Abstract