Interação escola e família: contribuições da psicopedagogia na educação infantil

Abstract

The present study aimed to investigate the relationship between school and family in Early Childhood Education. The study was based on a survey, of a descriptive qualitative nature, whose data comes from the application of questionnaires, with study participants being an Early Childhood Education teacher from the city of João Pessoa/PB, and family members of children in the class. Through the questionnaires applied, it was possible to identify perceptions and experiences of families and the Early Childhood Education teacher, as well as the interaction between the school institution and the family, the existing dynamics and challenges. According to the analysis carried out, the partnership between school and family is evidenced by effective communication, however, despite the school promoting events, the lack of inclusion of parents in planning suggests an area for improvement. Therefore, family participation should not be limited to specific opportunities; it is necessary to integrate this collaboration more comprehensively into educational processes. The diversity of family configurations highlights the need for flexibility, where the Early Childhood Education institution must recognize and value the uniqueness of each family. Furthermore, the finding that family participation is associated with children's emotional security reinforces the importance of actively encouraging and promoting this participation. It is concluded, therefore, that the present study can contribute to the construction of theoretical and practical references that support future research, as well as to psychopedagogical action in the context of Early Childhood Education.