ABSTRACT
This study compared the perception, necessity, and satisfaction of free school foodservice among parents of students with and without access to free school foodservice. The sample included parents of students with access to free school foodservice (FSF group, 250 parents) or paid school foodservice (PSF group, 250 parents) in Taean, Chungnam. With regard to perception of school foodservice, 30% of PSF parents responded that it is a necessary part of school education, whereas 52% of FSF parents considered it as a part of national welfare service; this difference was significant (P<0.001). In terms of positive remarks, most parents in the PSF group highlighted convenience whereas the FSF group answered that their children were penalized; this difference was significant (P<0.001). In addition, 94% of PSF parents and 96.8% of FSF parents indicated that school foodservice is necessary. In terms of the perception of the free school foodservice, more FSF parents (96.4%) than PSF parents (84.4%) answered that they knew free school foodservice well; this difference was significant (P<0.001). With regard to target recipients of the free school foodservice, most parents in the PSF group said that needy students should be selected, whereas the FSF group said that all students should be eligible; this difference was significant (P<0.001). Acceptance of free school foodservice in the FSF group (34.4%) was significantly higher than that in the PSF group (23.2%). Satisfaction with free school foodservice was 3.5 points in the FSF group, which was significantly higher than the 2.9 points in the PSF group (P<0.001). In summary, parents of students with access to free school foodservice showed more positive perception and higher satisfaction than parents of students with paid school foodservice. This study recommends that parents' suggestions be considered and further perception and responses on free school foodservice be investigated.
Subject(s)
Child , Humans , Education , ParentsABSTRACT
O objetivo deste artigo é apresentar parte dos resultados de uma pesquisa em que se investigaram os sentidos que os pais atribuem à escola de seus filhos. Utiliza-se como referencial teórico a Psicologia Histórico-Cultural, sobremaneira os conceitos de Vigotski sobre o desenvolvimento humano. A partir da análise de observações realizadas na escola e das respostas dos pais ou responsáveis em questionários aplicados, pôde-se perceber que, na perspectiva dos pais, os aspectos motivadores para seus filhos frequentarem a escola distanciam-se das atividades ou objetivos pedagógicos e se relacionam com interesses voltados à interação com os colegas e possibilidades de participação em atividades esportivas. Esses resultados evidenciam o desafio a ser enfrentado pelo psicólogo escolar, na promoção de mediações que favoreçam interações que mobilizem os alunos à aprendizagem, o que passa, necessariamente, pela formação de professores.
The purpose of this paper is to present the results of a survey that investigated the sense that parents assign to their children's school. We take Historical-Cultural Psychology as theoretical and methodological basis particularly on the concepts of Vygotsky's human development. From the analysis of observations carried out at school and of the responses of questionnaires of parents or guardians, we could realize that, from the perspective of parents, the motivational aspects to their children attending school are not in pedagogical activities or educational objectives and they are associated with interests related to interaction with colleagues and possibilities for participation in sports activities. These results show the challenge to be faced by the school psychologist in promoting mediation to encourage interactions that mobilize students for learning, what necessarily passes through teacher education.
El objetivo de este trabajo es presentar los resultados de un estudio que investigó el sentido en que los padres dan a la escuela de sus hijos. Tomamos la Psicología Histórico-Cultural como base teórica y metodológica, especialmente los conceptos de desarrollo humano de Vygotsky. Del análisis de las observaciones que se hicieron en la escuela y de las respuestas de los cuestionarios de los padres o tutores, nos damos cuenta de que, desde la perspectiva de los padres, los aspectos motivacionales para que sus hijos vayan a la escuela no están en actividades pedagógicas o objetivos educativos, pero están asociados a intereses relacionados con la interacción con sus colegas y las posibilidades de participación en actividades deportivas. Estos resultados muestran el desafío que enfrenta el psicólogo de la escuela en la promoción de la mediación para promover interacciones que movilizan a los estudiantes para el aprendizaje, qué pasa necesariamente a través de la formación de los docentes.