Parental expectations: the boarding school as a developmental context

Authors

  • Demóstenes Neves da Silva Faculdade Adventista de Educação do Nordeste
  • Elaine Pedreira Rabinovich Centro de Estudos do Crescimento Desenvolvimento Humano

DOI:

https://doi.org/10.7322/jhgd.19848

Keywords:

Education, Family, Boarding School, Environment

Abstract

The present study aimed at discussing the reasons and expectations of parents when they deliver their children to be educated in a confessional boarding school. As specific goals, this study intended to outline the students' profile and to analyze the relationship between the institution's role and the parents' expectations. The methodological instruments were semi-structured questionnaires administered to 20 parents, corresponding to the total amount of new students in that school year, and the researcher's field diary. Elements of analysis of the boarding school are presented, grouped according to context of compensation, ideal of life, family substitute, growth factor, and academic development. In the conclusion, it is shown that the boarding school is chosen because, according to the parents' expectations, that environment appears as a privileged context to educate their children in a closed and protected condition and, paradoxically, as a factor for growth and development.

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Published

2007-12-01

Issue

Vol. 17 No. 3 (2007)

Section

Original Research

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