Izabella Anaja Romão de Paula Nunes, Ana Paula Gestoso de Souza

A tarefa escolar para casa no Ensino Fundamental

Introduction

A tarefa escolar para casa no ensino fundamental. Análise sistemática da tarefa escolar para casa no Ensino Fundamental, abordando envolvimento familiar, metodologias e habilidades. Destaca a necessidade de formação docente.

Abstract

Realiza-se análise sistemática da produção científica recente sobre a Tarefa Escolar para Casa (TEC) nos anos iniciais do Ensino Fundamental, com base em estudos publicados na base ERIC. Identificam-se 3 eixos de abordagem: envolvimento das famílias, metodologias pedagógicas inovadoras e desenvolvimento de habilidades cognitivas e socioemocionais. Os achados indicam que a TEC pode atuar como ponte entre escola e família e instrumento de apoio à aprendizagem. Observa-se escassez de reflexões sobre sua fundamentação pedagógica e sua abordagem na formação docente. Conclui-se que a TEC precisa ser inserida nos processos formativos dos docentes, para que reflitam sobre sua função, objetivos e adequação às realidades escolares e a ressignifiquem como prática pedagógica intencional e crítica.

Review

This systematic review, titled "A tarefa escolar para casa no Ensino Fundamental," offers a valuable synthesis of recent scientific literature on homework (TEC) in the early years of elementary education. Drawing from studies within the ERIC database, the paper aims to provide a comprehensive overview of current understandings and research directions regarding this fundamental pedagogical tool. The identification of three distinct thematic axes — family involvement, innovative pedagogical methodologies, and the development of cognitive and socioemotional skills — promises a structured and insightful analysis of the field. The review effectively maps the existing discourse, highlighting TEC's recognized potential as a crucial bridge between school and family, and as an effective instrument to support learning processes. However, a significant contribution of this work lies in its critical identification of notable gaps within the literature. The authors pinpoint a scarcity of reflective analyses concerning the fundamental pedagogical justifications for homework, alongside a noticeable lack of focus on its integration and treatment within teacher education programs. This dual observation underscores a critical area for future academic inquiry and practical educational reform. The conclusion drawn by the authors is particularly impactful and timely, strongly advocating for the essential inclusion of TEC within initial and continuing teacher training processes. This call to action encourages educators to critically reflect on homework's true function, its specific objectives, and its appropriate adaptation to diverse school realities. By proposing a re-signification of homework as an intentional and critically informed pedagogical practice, this review provides a robust framework for improving both the conceptual understanding and the practical application of homework in elementary education, making it a vital reference for researchers, policymakers, and educators alike.

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