A importância da família junto à escola no aprendizado dos estudantes: uma avaliação do projeto Agente da Educação na cidade de Salvador/BA.

Abstract

The influence of parents on academic performance has been the subject of studies for several decades by several renowned researchers. There is empirical evidence that when such influence is associated with the presence of parents in the school environment, it is possible to notice an improvement in the indicators that measure student performance. It is known that there are several factors that can influence the academic performance of the student, such as family background, school structure, teacher training and the intrinsic characteristics of the individual, including effort. However, it is important to mention the great importance of the factor of parental involvement in school as a fundamental element for greater family involvement in the education of their children and the correlation between this behavior and the performance of children. In this line of research, the city of Salvador signed a project called Education Agent in partnership with a third sector entity to provide students in the municipal early childhood network with greater integration of parents with the school environment with the objective that this involvement would positively affect the performance of students and that this would be perceived through the improvement of the IDEB indicator. In this sense, this study aimed to find a relationship between parental participation in school-sponsored activities and their children's academic performance in elementary school I, evaluating the correlation between parental participation in school through the Education Agent project and the variation in student performance that occurred during the project's execution period. This evaluation was carried out using econometric tools appropriate for the research. A regression was performed with panel data with fixed effects. The results indicate that the Education Agent project has a positive and significant impact on student performance in the early years, even though the model explains only a small part of the total variation. The results indicated a low correlation between the variable corresponding to parental participation through the Education Agent project and the IDEB grades variable for the target audience's school level. Despite the low correlation in the variation in academic performance, it did not mean that there was no degree of statistical significance, as will be seen in the results of this research.