A relação família e escola: troca de responsabilidades e sobrecarga profissional na educação infantil

Abstract

The educational context involving the family-school relationship has been discussed for decades. This paper aims to discuss the role of the teacher in the school-family relationship in contemporary times, seeking to answer the following question: How does the transfer of educational responsibility from families to teachers influence the school environment, family relationships, and the quality of teaching? To this end, a bibliographical research was carried out with the purpose of promoting an integrative literature review. Therefore, the paper has as specific objectives to analyze the paradigm shift in the family-school relationship and its implications for pedagogical practice, evaluating the effects of the overload of teachers when dealing with educational demands that should be the family's responsibility. Therefore, it follows that studies agree that education should be based on family support in the educational context, since the school as an educational institution cannot be highlighted as the only way to promote quality education; teachers are licensed to promote educational curricular content; however, the context of values and character of the human being is composed in the family cycle, and when this basis is associated with the school, it becomes a motivational way to boost teaching and learning. Thus, it is concluded that the school is an educational institution and the professionals who work there must promote the curricular subjects imposed by national education legislation, and the family has a fundamental role in the development of students, given its strength and presence in the lives of their children, thus promoting the construction of the human being.