Relação familia, escola e comunidade no contexto do campo reflexões a partir do olhar dos docentes

Abstract

This work aims to analyze the relationships between family, community and school presented in the rural education plan, knowing the full importance of this type of relationship and maintaining a good coexistence as a key point for a good development of the learner with the aim of discussing the importance of family and community inserted in the educational spaces; The theoretical support results from the contributions of Freire (2006), Batista (2011), Molina (2004), Calcart (2002), who contributed to rural education, Rodrigues and Bonfim (2017), who cooperate with the characterization of the School and Freitas (2011), Parolin (2008) Zagury (2002) who contribute to the discussion about the Family. The methodology used in this work was the field research with qualitative character, developed in two Middle Schools in the rural area of Sapé-PB; the components of the schools are teachers of basic education who teach children from their earliest years of Primary Education. As results, we highlighted that there is a relationship between school, family and community mediated by activities such as meetings, seminars and events on commemorative dates. However, we do not register any innovative or contextualized initiative in the space developed by the school and teachers that aims to strengthen these ties. 67% of the teachers interviewed believe that the relationship between the school and the families of the students is positive and would give 9.0 and 10.0 to this category. According to the teaches interviewed it is understood that the absence of parents and community is still high, even with the search for their insertion in school projects and events.