A Tarefa de casa

objetivos e implicações

Authors

  • Débora Pricilla dos Santos Instituto Federal de Goiás

DOI:

https://doi.org/10.21713/rbpg.v17i38.1807

Keywords:

Tarefa de casa, Processo ensino-aprendizagem, Interação família-escola, Autonomia

Abstract

This article aims to reflect on the challenges related to homework and the targets related to it: the interaction family-school, as a tool to develop student’s autonomy and/or as reinforcement of the content studied in class, as a tool of learning: evaluative and self-evaluative and its implications. Through bibliographic exploratory research, supported by authors such as the South African NDEBELE (2018), Brazilian and other South Americans as CARVALHO (2006), COLLI & LUNA (2019), REGUEIRO et al. (2020), RESENDE et al.(2018), RODRIGUES (1998), SUEHIRO & BORUCHOVITCH (2019), VEGA et al.(2018), North Americans such as ATKINSON (2020) and KIDWELL (2004) it is aimed to the discussion of how homework serves for many important objectives: it allows and improves the interaction family-school, providing students with means to become more autonomous, responsible and disciplined. It also comes out serving as means to reinforce what has not been apprehended in the classroom, serving as a tool to assess the teaching and learning process by teachers, parents and the student himself. Furthermore, we point out other implications of this research object, related to affective, economic and social issues.

References

REFERÊNCIAS BIBLIOGRÁFICAS:
ATKINSON, J. Why homework is important Disponível em <https://www.scholastic.com/teachers/articles/teaching-content/homework-why-it-mportant/> acessado em 11 de maio de 2020.
CARVALHO, M. E. P. Dever de casa: práticas atuais e visões de professoras, estudantes de pedagogia e mães. João Pessoa: UFPB. Centro de Educação, 2003.
CARVALHO, M. E. P. O dever de casa como política educacional e objeto de pesquisa. João Pessoa: UFPB. Centro de Educação, 2006.
COLLI, D.R. & LUNA, S.V. de. Práticas de integração Família-Escola como Preditoras do Desempenho Escolar de Alunos. Psicologia Escolar Educacional - EPUB. Vol.39. Brasília. Dez. 2019.
KIDWELL, V. Homework, 2004. Continuum Publisher, London. (p. 3 – 10).
NDEBELE, M. Homework in the foundation phase: perceptions of principals of eight primary schools in Johannesburg. South African Journal of Education. Vol. 38 n. 2 Pretoria, 2018.
PAULA, F. A. Lições, deveres, tarefas para casa: velhas e novas prescrições para professoras. São Paulo. Universidade Estadual de Campinas, 2000. Tese de mestrado.
REGUEIRO, B., MARTINEZ, R., ESTÉVEZ, I., PIÑERO, I., RODRÍGUEZ, FERRADÁZ, M.M. Diferenças não envolvidas nas tarefas escolares, dependendo do desempenho acadêmico. Maringá, SP. Psicologia Escolar Educacional- EPUB. Vol.24. 2020.
RESENDE, T.F., CANAAN, M.G., REIS, L.S., OLIVEIRA, R.A. & SOUZA, T.C.S. Dever de casa e relação com as famílias na escola de tempo integral. Porto Alegre/RS. Educação real. Vol. 43 n. 2. abril/junho 2018.
RODRIGUES, R. M. G. Tarefa de casa: um dos determinantes do rendimento escolar. Educação e Filosofia. Vol. 12. 1998.
SUEHIRO, A.C.B. & BORUCHOVITCH, E. Motivação para Leitura e Lição de Casa no Ensino Fundamental. Psicologia: Teoria e Pesquisa - EPUB. vol.35. Brasília. Out/ 2019.
VEGA, J.R., GALVIS, A.W.S. & PERILLA, M.C.C. Trabalho de casa: representações linguísticas dos alunos. Bogotá/ Colômbia. Folios – EPUB. n.48 jul./dez. 2018.
VEGA, J.R., GALVIS, A.W.S. & PERILLA, M.C.C. Representação do significado léxico do dever escolar: a visão dos alunos. Bogotá / Colômbia. Folios - EPUB. n. 51, jan./jul. 2020.

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Published

2022-06-01

How to Cite

DOS SANTOS, D. P. A Tarefa de casa: objetivos e implicações. Brazilian Journal of Graduate Studies, Brasília, DF, v. 17, n. 38, p. 1–17, 2022. DOI: 10.21713/rbpg.v17i38.1807. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/1807. Acesso em: 19 aug. 2026.

Issue

Vol. 17 No. 38 (2021): v. 17 n. 38 (2021)

Section

Artigos

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