scholarly journals EDUCAÇÃO INFANTIL ESCOLAR QUILOMBOLA: uma história de luta, resistência e direito à educação de crianças pequenas em Vargem Grande-MA

2019 ◽  
Vol 5 (18) ◽  
pp. 11969
Author(s):  
Ione da Silva Guterres ◽  
Mary Luiza Silva Carvalho Vila Nova ◽  
Sione Guterres Gonçalves ◽  
José Carlos de Melo
Keyword(s):  
Basic Education ◽  
Field Research ◽  
School Education ◽  
Pedagogical Issues ◽  
Children's Education ◽  
Physical Infrastructure ◽  
History Of ◽  
Methodological Procedures ◽  
Children’S Education ◽  
The Right

QUILOMBOLA SCHOOL CHILDREN’S EDUCATION: a history of struggle, resistance and the right to the children’s education in Vargem Grande-MAEDUCACIÓN INFANTIL ESCOLAR DE KILOMBOLA: una historia de lucha, resistencia y derecho a la educación de niños pequeños en Vargem Grande-MARESUMOEsta investigação versa sobre a educação infantil e escolar em comunidades quilombolas que fazem parte do território Rampa, situado no município de Vargem Grande, interior do estado do Maranhão, e tem por objetivo observar como é oferecida a educação infantil nas escolas que estão situadas nessas comunidades. Como procedimentos metodológicos, utilizou-se a revisão de literatura, a respeito da temática e, também, a pesquisa in loco nas comunidades Rampa e Piqui da Rampa. Na pesquisa de campo, observou-se que as escolas que atendem às crianças pequenas ainda necessitam de um olhar mais atento às questões pedagógicas, bem como à infraestrutura física. Após as análises, considerou-se que a equipe pedagógica do território Rampa, especificamente nos povoados de Piqui da Rampa e Rampa, preocupa-se em cumprir a legislação nacional, evidenciando as Diretrizes Curriculares Nacionais da Educação Escolar Quilombola na Educação Básica e trazendo tímidas inovações nas formações para os educadores que ali trabalham em prol das crianças quilombolas. Palavras-chave: Educação; Educação Infantil; Território Quilombola; Crianças.ABSTRACTThis research is about children and school education in quilombola communities that are part of the Rampa territory, located in the municipality of Vargem Grande, interior of the state of Maranhão, and aims to observe how children's education is offered in the schools that are located in these communities. As methodological procedures, we used the literature review, regarding the theme and also the in loco research in the Ramp and Piqui da Rampa communities. In the field research, it was observed that schools that attend young children still need a more attentive look at pedagogical issues, as well as the physical infrastructure. After the analyses, it was considered that the pedagogical team of the territory Ramp, specifically in the villages of Piqui da Rampa and Rampa, is concerned with complying with national legislation, highlighting the National Curricular Guidelines of Quilombola School Education in Basic Education and bringing timid innovations in training for the educators who work there on behalf of quilombola children.Keywords: Education; Kindergarten Education; Quilombola Territory; Children.RESUMENEsta investigación trata de los niños y la educación escolar en las comunidades quilombolas que forman parte del territorio de Rampa, situadas en el municipio de Vargem Grande, en el interior del estado de Maranhão, y tiene por objeto observar cómo se ofrece la educación de los niños en las escuelas que se encuentran en estas comunidades. Como procedimientos metodológicos, se utilozó la revisión de la literatura, en relación con el tema y también la investigación in situ en las comunidades de Ramp y Piqui da Rampa. En la investigación de campo se observó que las escuelas que atienden a los niños pequeños todavía necesitan una mirada más atenta a las cuestiones pedagógicas, así como a la infraestructura física. Después de estos análisis, se consideró que el equipo pedagógico del territorio Rampa, concretamente en las aldeas de Piqui da Rampa y Rampa, se ocupa de cumplir la legislación nacional, poniendo de relieve las Directrices Curriculares Nacionales de la Educación Escolar Quilombola en la Educación Básica y aportando tímidas innovaciones en la formación de los educadores que trabajan allí en favor de los niños quilombolas.Palabras clave: Educación; Educación Infantil; Territorio Quilombola; Niños.

scholarly journals Effective Approaches Of The Education Of Children In Forming A Sustainable Family According To Islamic References

2020 ◽  
Vol 6 (3-2) ◽  
Author(s):  
Siti Nur Hadis A Rahman ◽  
Ahmad Marzuki Mohamad ◽  
Aminudin Hehsan ◽  
Muhammad Talhah Ajmain @ Jima’ain
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Future Generations ◽  
Social Aspects ◽  
Primary Data ◽  
Social Emotional ◽  
Children's Education ◽  
Ancient Times ◽  
Children’S Education ◽  
Growth Development

Humans and education are two important issues in planning the growth, development and advancement of a country. The basic education for an individual starts with the teaching at home, school and the environment. Children’s education is important in Islam. The importance of emphasising the development of children is a practice pioneered by Islamic scholars since ancient times based on the teaching of Islam that used Qur’an and Sunnah as their references. Parents today face with challenges in educating their children. They are required to ensure that their children are raised and given the education that covers the development of intellect, physical, spiritual, morals and social. Education can nurture the current and future generations to grow and be responsible to God, themselves, other people and the country. The aim of the present research was to examine about the effective approaches of children’s education in shaping a sustainable family according to Islamic references. The research method is based on reading of articles, journals, newspapers, books and others as primary data. The learning process involves mental, physical, emotional and social aspects. This article in general discusses about teaching in the aspects of education, which is classified into four types namely Formal Teaching, Informal Teaching, Non-Formal Teaching and Rasulullah pbuh Teaching Method. Generally, the aspects of children’s education are divided into aspects of faith, morals, physical, mental, spiritual social, emotional and sexology. Therefore, there are three main things that need to be emphasised in shaping children and their souls in forming a sustainable family which include strengthening of spiritual and worship activities, knowledge and noble values.

scholarly journals The educational principles derived from the Surah Al- Furqan and its applications on family : المبادئ التربوية المستنبطة من سورة الفرقان وتطبيقاتها في الأسرة

2020 ◽  
Vol 4 (23) ◽  
Author(s):  
Aisha Abdullah Ahmad Akram Al- Deen
Keyword(s):  
Large Scale ◽  
Belief System ◽  
Islamic Education ◽  
Thought Process ◽  
Children's Education ◽  
The Family ◽  
Deductive Method ◽  
Children’S Education ◽  
The Right ◽  
System Thought

This study aimed to extract some educational principles derived on the side of creed, intellectual and moral, and their applications to the family through Surah Al- Furqan. The study followed the deductive method. The results of the study found that Surat Al- Furqan included the purposes and topics related to Islamic education, which can be beneficial from it, as well as Surat Al- Furqan contained many educational principles in various aspects including in the creed aspect like the principle of piety, faith, sincerity and trust. In the intellectual aspect the principle of think about the universal signs of Allah, consider the destruction of previous nations, remembrance. And on the moral side included the principle of humility, clemency, patience and abstention from the gossip, with explaining its applications in the field of family, in light of the results a number of recommendations and suggestions were like: need to search and learn the topics from the noble Qur'an, and translating it in different languages for the benefit on a large scale, Parents should take care of their children's education the right way through the Lord's Qur'anic way. And Surah Al- Furqan consists of the educational principles in different areas, like the belief system, thought process and character.

scholarly journals POLA PENDIDIKAN ANAK PADA MASYARAKAT TOLAKI DESA ALOSI KECAMATAN KOLONO KABUPATEN KONAWE SELATAN (2000-2017)

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Apriadin Apriadin ◽  
Darnawati Darnawati
Keyword(s):  
Field Research ◽  
Skills Training ◽  
Training Methods ◽  
Educational Materials ◽  
Children's Education ◽  
Historical Method ◽  
Lecture Method ◽  
Physical Form ◽  
Children’S Education ◽  
Children Education

ABSTRAK: penelitian ini bertujuan untuk mendeskripsikan materi, metode, media dan nilai-nilai pendidikan anak pada masyarakat Tolaki di Desa Alosi Kecamatan Kolono Kabupaten Konawe Selatan. Metode yang digunakan dalam penelitian ini adalah metode sejarah menurut Helius Sjamsuddin yang terdiri atas: (1) Pengumpulan Sumber, yakni pengumpulan sumber melalui studi kepustakaan, dokumen, pengamatan, dan wawancara (2) Kritik Sumber yakni penilaian data melalui kritik eksternal dan kritik internal (3) Historiografi, yaitu penulisan sejarah melalui penafsiran, penjelasan, dan penyajian. Hasil penelitian dilapangan menunjukan bahwa: (1) Materi pendidikan anak pada pada masyarakat Tolaki di Desa Alosi yaitu Usia 1-3 tahun mengajarkan anak bagaimana cara berjalan, berbicara, dan makan,Usia 4-6 mulai di ajarkan nilai-nilai kesucian dari islam dalam masyarakat Usia 7-12 tahun materi mengarah kebentuk fisik Usia 13-19 tahun materi pemberian tanggung jawab dan kedisiplinan. (2) Metode pendidikan anak pada masyarakat Tolaki di Desa Alosi yaitu: Usia 1-3 metode demonstrasi dan metode perhatian atau pengawasan, Usia 4-6 tahun metode latihan keterampilan dan metode simulasi, Usia 7-12 tahun metode latihan keterampilan dan metode diskusi atau musyawarah, Usia 13-19 tahun metode ceramah, Usia 20 tahun ke atas metode keteladanan, ceramah, dan perhatian atau Pengawasan. (3) Media pendidikan anak pada masyarakat Tolaki di Desa Alosi yaitu Usia 1-3 tahun yaitu media-media sederhana seperti poster, Usia 4-6 tahun media yang digunakan kartun, Usia 7-12 tahun media yang digunakan adalah papan flanel, Usia 13-19 tahun sampai dewasa yaitu anak mulai diperkenalkan dengan teknologi seperti handphone, dan leptop, Usia 20 tahun ke atas medianya adalah media komputer. (4) Nilai-nilai yang terkandung dalam pola pendidikan anak pada masyarakat tolaki adalah: a) : Nilai religius, (b) Nilai kejujuran, (c) Nilai toleransi, (d) Nilai disiplin, (e) Nilai mandiri, (f) Nilai cinta tanah air. Kata Kunci: Materi, Metode, Media dan Nilai-Nilai, Pendidikan Anak ABSTRACT: This study aims to describe the material, methods, media and educational values of children in the Tolaki community in Alosi Village, Kolono Subdistrict, Konawe Selatan District. The method used in this study is the historical method according to Helius Sjamsuddin which consists of: (1) Collection of Sources, namely collection of sources through the study of literature, documents, observations, and interviews (2) Source Criticism namely the assessment of data through external criticism and internal criticism ( 3) Historiography, namely writing history through interpretation, explanation, and presentation. The results of the field research show that: (1) Children's educational materials in the Tolaki community in Alosi Village, namely 1-3 years old, teach children how to walk, talk, and eat, Ages 4-6 begin to teach the values of purity of Islam in age 7-12 years old material leads to physical form Age 13-19 years old material giving responsibility and discipline. (2) Children education methods in the Tolaki community in Alosi Village, namely: Ages 1-3 Demonstration methods and methods of attention or supervision, Ages 4-6 years skills training methods and simulation methods, Ages 7-12 years skills training methods and discussion methods or deliberation, Ages 13-19 years lecture method, Ages 20 years and above exemplary method, lecture, and attention or Oversight. (3) Children's educational media in the Tolaki community in Alosi Village, namely 1-3 years old, simple media such as posters, 4-6 years old media used by cartoons, 7-12 years old media used are flannel boards, Aged 13 -19 years until adulthood, that is, children are introduced to technology such as mobile phones and laptops. Age 20 years and above, the medium is computer media. (4) The values contained in the pattern of children's education in the Tolaki community are: a): Religious values, (b) Honesty values, (c) Tolerance values, (d) Discipline values, (e) Independent values, (f) The value of loving the motherland. Keywords: Material, Methods, Media and Values, Children's Education

scholarly journals NARRATIVAS DE SI CONSTITUINDO DOCENTES: histórias de vida de professoras da educação básica

2018 ◽  
Vol 25 (4) ◽  
pp. 167
Author(s):  
Giovana Maria Belém Falcão ◽  
Isabel Maria Sabino de Farias
Keyword(s):  
Teacher Identity ◽  
Life Histories ◽  
Life Stories ◽  
Basic Education ◽  
Constitutive Process ◽  
History Of ◽  
Methodological Procedures ◽  
Historia De Vida ◽  
History Narratives ◽  
Educación Primaria

A história de vida se revela como possibilidade metodológica e formativa, favorecendo o conhecimento sobre si, acerca do outro e concernente à realidade. Este escrito tem por objetivo compreender os sentidos produzidos por professoras da Educação Básica, ao narrarem suas histórias de vida. As docentes investigadas participaram de estudo doutoral, que buscou apoio metodológico nas narrativas de história de vida, ouvindo a história de quatro professoras da Educação Básica participantes do PIBID. Que sentido as docentes participantes produziram ao contar sobre suas histórias de vida? Esta indagação moveu a compreender as narrativas das participantes, entendendo que o significado da palavra representa a unidade entre pensamento e linguagem. As falas foram ouvidas em duas ocasiões: por meio de uma entrevista individual e em momento coletivo, denominado círculo narrativo de história de vida. As participantes narraram sobre seus percursos formativos, atuação docente e participação no PIBID, identificando elementos importantes em seus processos constitutivos. A análise qualitativa desvelou elementos de histórias singulares, as quais se expressavam distantes até mesmo das próprias narradoras, por terem sido pouco estimuladas a exprimir de maneira organizada seus pensamentos sobre si. Ao historiarem suas vidas, as participantes ampliaram a consciência de si, de seus trabalhos e, principalmente, se reconheceram como sujeitos de sua história. A história de vida rompe com procedimentos metodológicos rígidos que pouco consideram a subjetividade de quem está sendo investigado, revestindo-se em atividade de grande valor para a constituição de uma identidade numa perspectiva crítico-emancipatória.Palavras-chave: Histórias de vida. Formação de professores. Identidade docente. Significados e sentidos.SELF NARRATIVES ON TEACHERS CONSTITUTION: life stories of basic education teachersAbstractLife history reveals itself as a methodological and formative possibility, favoring the knowledge about ourselves, about others and regarding reality. This work aims to understand the meaning Basic Education teachers produce in narrating life stories. The investigated teachers participated in a study that sought methodological support in the life history narratives, listening to the histories of four Basic Education teachers participating in the Institutional Scholarship for Teaching Initiation Program. What is the sense meant by teachers when they express their life stories? This inquiry made the participants´s narratives understandable, comprehending that the word´s meaning represents a unity among thoughts and language. The lines were listened in two occasions: by mean of an individual interview and on a collective moment, named life histories narrative circle. The participants narrated their formative process, teacher career and the participation on the PIBID, identifying important elements on their constitutive process. The qualitative analysis revealed elements of singular histories, which expressed themselves even from the narrators themselves, because they received very little encouragement to express their thoughts about themselves in an organized way. As they turned their lives into stories, the participants broadened their awareness about themselves, their work, and, above all, they recognized themselves as subjects of their history. The history of life breaks away from rigid methodological procedures that have little consideration to subjectivity of those being investigated, covering up as an activity of great value for the constitution of an identity in a critical emancipatory perspective.Keywords: Life stories. Teacher training. Teacher identity. Meanings and sense.NARRATIVAS SOBRE SÍ MISMAS CONSTITUYENDO DOCENTES: historias de vida de profesoras de la educación primariaResumenLa historia de vida se revela como posibilidad metodológica y formativa, favoreciendo el conocimiento de sí mismo, de los demás y de la realidad. Este trabajo tiene como objetivo comprender el sentido producido por profesoras de la Educación Primaria al narrar sus historias de vida. Las docentes interrogadas participaron de un estudio que buscó apoyo metodológico en narrativas de historias de vida, escuchando las historias de cuatro profesoras de la Educación Primaria participantes del Programa Institucional de Becas de Iniciación en la Docencia (PIBID). ¿Cuál es el sentido producido por las docentes cuando expresan sus historias de vida? Esta indagación movió la comprensión de las narrativas de las participantes, entendiendo que el significado de la palabra representa la unidad entre pensamiento y lenguaje. Las historias fueran escuchadas en dos ocasiones: por medio de una entrevista individual y en un momento colectivo, denominado círculo narrativo de historias de vida. Las participantes narraron sobre sus camino formativo, actuación docente y participación en el PIBID, identificando elementos importantes en sus procesos constitutivos. El análisis cualitativo develó elementos de historias singulares que se expresaban distantes inclusive hasta de las propias narradoras, por haber sido poco estimuladas a expresar sus pensamientos sobre sí mismas de manera organizada. Al recontar sus vidas, las participantes ampliaron su conciencia de sí mismas y de su trabajo y principalmente, se reconocieron como sujetos de su propia historia. La historia de vida rompe con procedimientos metodológicos rígidos que poco consideran la subjetividad de quien está siendo investigado, transformándose en una actividad de gran valor para la constitución de una identidad dentro de una perspectiva crítico-emancipadora.Palabras clave: Historias de vida. Formación de profesores. Identidad docente. Significados y sentidos.

scholarly journals Curriculum of Children's Education in the Hadith of Muḥammad the Prophet

2021 ◽  
Vol 8 (8) ◽  
pp. 81-91
Author(s):  
Muhammad Fakhrurrazi Anshar ◽  
Tonang Lubis
Keyword(s):  
Social Life ◽  
Social Institutions ◽  
Children's Education ◽  
Self Reliance ◽  
Starting Point ◽  
The Family ◽  
Complete Independence ◽  
Children’S Education ◽  
Basic Institution ◽  
The Right

The family is the first and basic institution among the various responsible social institutions for preparing the child to enter social life, to be a good and effective element in its maintenance on the basis of righteousness, goodness and effective construction. It is the starting point that affects all stages of life, positively and negatively. The first is the marital relationship through birth, nursery, pre-puberty and ending with complete independence after the self-reliance. Childhood took a large part in the Hadiths of the Messenger of God, and the scholars of Hadith who unanimously agreed on the honorable Sunnah of the Prophet took care of this aspect, and they did not neglect the provisions and manners related to the child in all of their books in the field of Hadith. We will follow in this study, the method of children's education, which was mentioned by the hadiths of the Noble Prophet. The Messenger of God, gave the birth of a child a dignified care, for he birth of a child is not an ordinary matter that passes without attention. It is the right of the newborn baby to be called and choose a good name for him, to remove the harm from him, to be tender, to be called upon, to bless him, to teach him and to watch him, and to treat him.

scholarly journals Manajemen Pendidikan Islam Anak-anak Pra Sekolah Berbasis Qur’ani

MANAZHIM ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 12-25
Author(s):  
Nurhadi Nurhadi
Keyword(s):  
School Children ◽  
School Education ◽  
School Age ◽  
Children Under Five ◽  
Education Management ◽  
Under Five ◽  
Children's Education ◽  
The Core ◽  
Children’S Education ◽  
The Many

The pattern of educating children or the method of educating children from before birth to school age is a necessity for a mother. Mother is the first and main geographical teacher in pre-school children's education. The age of toddlers to pre-school for children is golden age. Learning while playing is a certainty, playing is the first education for children under five. The age of a toddler is like a blank cassette that can store and record something that is accustomed to and experienced in the development of a child's life. For parents, if they expect their children to become children who are good enough to have to have insight and knowledge of management of pre-school children's education. Among the many models and patterns of education management, the easiest way to deliver children to become good and noble children is quran-based management. Al-Qur'an is a holy book from the most holy God, it will be easily digested and accepted by the core of the teachings to children who are still pure. In terms of management of the pre-school education based on the Qur'an, it is intended for parents to plan for their children to always listen to the chants of the Qur'an. Then group them into playing the verses in the form of per juz al-Qur'an in one month. Then the parents evaluate the child who has been refreshed by the Qur'an, if the chanting is paused, what will happen to the child's reaction. If you cry, it means that the spirit of the Qur'an has entered your heart and soul. The situation is valid for 30 juz, so the child for 30 months has listened to and recorded 30 juz verses of the Qur'an, God willing, the age of pre-school children has been memorized and will be smart with the waslah verse of the Qur'an. This is a Qur'ani-based management that gives birth to children who love and love to read the Qur'an and the hafidz of the Qur'an.

scholarly journals Poder local e EJA: suas relações com as políticas públicas em São João de Meriti

2021 ◽  
Vol 14 (3) ◽  
pp. 628
Author(s):  
Marcos Vinicius Reis Fernandes ◽  
Marcia Soares de Alvarenga
Keyword(s):  
Basic Education ◽  
Public Policies ◽  
Local Power ◽  
Palabras Clave ◽  
History Of ◽  
Dialectical Relationship ◽  
Constitutional Right ◽  
The Right ◽  
The Relationship ◽  
The City

Este artigo buscou analisar as relações entre poder local e EJA junto as políticas públicas no município de São João de Meriti/RJ. Percebeu-se a prática história de violação de direitos e de manutenção da relação estado-sociedade baseada no clientelismo, em que é negado o direito à cidade, onde se inscreve o direito à educação. No tocante à EJA verificou-se que a modalidade cumpre um papel potencial na garantia do direito constitucional à educação básica e que há uma relação orgânica e dialética entre o poder local hegemônico do território e a produção da desigualdade social através das políticas públicas elencadas.Palavras-chave: Poder local; EJA; São João de Meriti.Local power and EJA: its relationships with public policies in São João de MeritiABSTRACTThis article sought to analyze the relationship between local power and EJA along with public policies in the municipality of São João de Meriti/RJ. It was noticed the practical history of violation of rights and maintenance of the state-society relationship based on clientelism, in which the full right to the city, where the right to education is inscribed. With regard to EJA, it was found that the modality plays a potential role in guaranteeing the constitutional right to basic education and that there is an organic and dialectical relationship between the local hegemonic power of the territory and the production of social inequality through the listed public policies.Keywords: Local power; EJA; São João de Meriti.El poder local y EJA: sus relaciones com las políticas públicas em São João de MeritiRESUMENEste artículo buscó analizar la relación entre el poder local y EJA junto con las políticas públicas en el municipio de São João de Meriti/RJ. Se notó la historia práctica de vulneración de derechos y mantenimiento de la relación Estado-sociedad basada en el clientelismo, en la que se niega el pleno derecho a la ciudad, donde se inscribe el derecho a la educación. Con respecto a EJA, se encontró que la modalidad juega un papel potencial en la garantía del derecho constitucional a la educación básica y que existe una relación orgánica y dialéctica entre el poder hegemónico local del territorio y la producción de desigualdad social a través de la ciudadanía catalogada. políticas.  Palabras clave: Poder local; EJA; São João de Meriti.

scholarly journals Kepedulian orang tua terhadap pendidikan anak untuk menyelesaikan program wajar 9 tahun

2016 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Halim K Malik ◽  
Sumarno Sumarno
Keyword(s):  
Social Life ◽  
Basic Education ◽  
Compulsory Education ◽  
Educational Facilities ◽  
School Dropouts ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Children Education ◽  
Interest And Motivation

Penelitian ini bertujuan untuk mendeskripsikan tentang: (1) perhatian orang tua terhadap pentingnya pendidikan dalam hidup bermasyarakat. (2) tanggung jawab orang tua dalam menyediakan fasilitas pendidikan bagi anak. (3) orientasi nilai yang dijadikan dasar oleh orang tua dalam pendidikan anak. (4) faktor-faktor yang berpengaruh terhadap kepedulian orang tua dalam pendidikan anak untuk menyelesaikan wajib belajar 9 tahun. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data melalui wawancara, observasi dan dokumentasi. Data yang diperoleh dianalisis dengan menggunakan analisis perbandingan tetap yaitu analisis domain, analisis taksonomi dan analisis tema, pengambilan kesimpulan dan verifikasi, sedangkan untuk mencapai kredibilitas data menggunakan ketekunan pengamatan dan triangulasi. Hasil penelitian adalah: (1) perhatian orang tua terhadap pendidikan anak sangat rendah, karena dipengaruhi oleh persepsi bahwa sekolah hanya untuk sekadar mengajarkan membaca, menulis dan berhitung. (2) orang tua tidak menyediakan fasilitas pendidikan di rumah sebagai penunjang proses belajar yang didapat di sekolah. (3) tingginya angka anak putus sekolah diakibatkan oleh nilai yang dianut oleh orang tua yang menganggap sekolah bukan jaminan untuk mendapatkan pekerjaan yang layak. (4) faktor-faktor yang berpengaruh terhadap kepedulian Orang tua adalah tidak merespon secara positif program wajib belajar 9 tahun, dan minat dan motivasi belajar anak yang justru bersumber dari lingkungan keluarga itu sendiri.Kata Kunci: kepedulian orang tua, pendidikan wajib belajar 9 tahun Parents' Attention to Children Education in Completeing 9 Year Compulsory EducationAbstractThis research is. The purpose of to describe about: (1) parental attention to the importance of education in social life. (2) the responsibility of parents to provide educational facilities for children. (3) the orientation value basis by parents in children's education. (4) factors that influence the awareness of parents in the education of children to complete nine years of compulsory education. This study employed descriptive qualitative approach. The technique of collecting data through interviews, observation and documentation. The data obtained were analyzed using comparative analysis remains the domain analysis, taxonomic analysis and theme analysis, deduction and verification, in order to achieve credibility observational data using persistence and triangulation. The results are: (1) parental supervision of children's education is very low, because it is influenced by the perception that the school is just for teaching reading, writing and arithmetic. (2) parents do not provide educational facilities at home to support learning acquired in school. (3) high rates of school dropouts due to the values embraced by parents who think school is not a guarantee to get a decent job. (4) the factors that influence parents concerns are not responding positively to 9-year compulsory education program, and the interest and motivation of children would come from the family itself.Keywords: parental care, basic education

scholarly journals Warunki praktykowania edukacji domowej w Polsce

2021 ◽  
Vol 20 (2) ◽  
pp. 231-239
Author(s):  
Magdalena Giercarz-Borkowska
Keyword(s):  
The State ◽  
Economic Conditions ◽  
Legal Regulations ◽  
Specific Kind ◽  
Right To Education ◽  
Children's Education ◽  
Constant Change ◽  
The Subject ◽  
Children’S Education ◽  
The Right

The article concerns the subject of homeschooling practice conditions in Poland – it focuses on the legal conditions and outlines the socio-economic conditions in which Polish homeschoolers operate. It discusses the specific kind of right which is the right to education, its position in the systematics of the constitution and the connection to the learning duty and school duty. It brings attention to state-citizen relations and the rule of state subsidiarity. It points to legal regulations which allow realization of the school duty outside of school, underlining the controversial and discriminatory regulations which ignore the parents’ priority to decide on their own children’s education and treat children learning in this way unequally to those who attend school. The article is ended by an observation about the state remaining decisive on the form of education of each citizen, despite the constant change of legal regulations, which in relation to the discussed subject characterizes the last three decades.

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