Relação escola-família: influência no processo de ensino-aprendizagem do aluno

Abstract

This Course Conclusion Paper aims to analyze the importance of parental participation in the teaching-learning process of their children. And as specific objectives to reflect the school's contributions to promote the construction of a partnership with families, contributing to the teaching-learning process and mapping strategies of school-family approach, This work was developed from an exploratory and descriptive bibliographic research with qualitative analysis, based on the documentary survey of the scientific productions published in the period from 2015 to 2020. The strategy used to obtain the publications was guided by the following descriptors: Family-school and several works that address the influences of school and family institutions in the integral development of child learning. The following inclusion parameters were adopted for data collection: surveys available online, related to works in Portuguese developed in Brazil, being accessible for reading in full. The databases used were: Google Scholar and Scientific Electronic Library Online - SciELO. In the referred survey were found: 01 master's thesis, 06 course completion papers and 07 scientific articles published in educational magazines, which were analyzed in the chapters that follow. Since a good relationship between family and school is fundamental to children's pedagogical and social development, it is recognized that monitoring the family causes balance, well-being, selfconfidence and motivation in the child, and can contribute to reducing dropout, failure and violence in the educational context, among other factors. However, it is a challenge to enable the formation of bonds between children, family and teachers, that is, to work collectively in the construction process and in the formation of human beings with awareness of their rights and obligations. For this to be possible, it is necessary that everyone involved in the educational process have empathy, respect and solidarity for each other, understanding the difficulties and seeking solutions that facilitate the teaching-learning process. The study allowed to conclude that the family environment is the main environment that the child will be part of, being considered as a driving force for human development, having a considerable part of responsibility with regard to the child's initial education. The school, in turn, has the role not only of teaching school content, but also of socializing and giving autonomy to the child, promoting the intellectual, moral and ethical construction of the student.