RELAÇÃO ENTRE SUPORTE FAMILIAR E ALUNOS COM BOM DESEMPENHO ESCOLAR

Abstract

The present study sought to analyze the possibility of relationships between students who perform well at school, considering grades, behavior and relationships in the school context, and the quality of family support. In this way, we sought to raise characteristics of family support, as well as conceptions, interactions, school follow-up, postures and engagement in classes. For this, one semi-structured interview was used for eight parents or guardians of students with good school performance, being them from the third and fifth years of Elementary School I, in the context of two private schools and two large and medium-sized public ones in greater João Pessoa-PB. For data analysis, the content categorization method proposed by Bardin was used. The results appreciated that there was an alignment of the conceptions of family support with the present literature, as well as the understanding of its importance for the child's school performance. It is also observed the importance of the presence of good family support for school performance, becoming a relevant factor in the child's school life. Finally, there were no deviations from the good family support offered by most parents.