A relação família e escola na educação infantil: reflexões sobre a percepção de pais e educadoras no município de Várzea-PB

Abstract

The relationship between family and school is essential for the development of children, especially in the stage of early childhood education. This research had as a general objective to analyze the conception of parents and educators about the family and school relationship in early childhood education in the municipality of Várzea-PB, seeking to capture the perception of educators and parents about the family and school partnership, as well as identify strategies used by the school to improve the family and school relationship. As for the methodological procedures, this is a qualitative field research. It was used as data collection instrument two specific questionnaires, one directed to educators and the other directed to parents, each composed of ten questions. The research subjects were eight educators and ten parents. The studies of Carvalho (2018), Dessen; Polonia (2007), Redding (2002), Lima (2017), Moreira; Silva (2015), Castro; Regattieri (2009), Netzel (2016) among others, substantiated the work..The results of the research showed that the students' view of the family and school relationship, although demonstrating a relationship of trust and exchange of experiences is very directed in emphasis on the work of the school, without considering much the participation of the family, even stating the importance of this partnership. The strategies used by the school boil down to meetings, events, projects, parties on commemorative dates and communication through whatsapp groups. Regarding the perception of parents, the results showed that parents are well present in their children's school life, participants in meetings, projects and events developed in the institution. As for the incentives that parents give their children, research has shown that all parents somehow encourage their children, even those who are not so present, for work reasons, yet follow as they can and have contributed to the school in the child development and learning process. However, due to dissatisfaction on the part of some parents, although the institution promotes some events, these are still insufficient, so that the family and school relationship is, in fact, effective. Thus, the results of the research indicated that the participation of the family in the school is still very limited, perceived by lack of openness on the part of the school to have greater involvement with families, through dialogue and participatory planning.