Relação família-escola: vinculadas ao processo de ensino aprendizagem

Abstract

Schooling does not replace home education, they complement each other. As consensus among authors adopted in this research Freire (1996), Szymanski (2011), Tiba (1996), general family education is geared towards the formation of character and behavior patterns, while the school is focused on professional training and comprehensive biopsychosocial development, which means involving all relationships. Thus, it is necessary to understand how the family should act in the school so that the school can foster meaningful learning. This study seeks to address the importance of " family-school relationship " to identify the importance of the relationship between them, linked to children's school performance during the process of teaching and learning. Therefore sought to identify the factors that will contribute to both be able to provide a quality education. In addition, we sought to investigate how family can contribute significantly to improving the quality of the educational process, in parallel as its absence can disrupt the quality of this process. The methodology adopted for this study is based on the approach qualitative. It is a field research, exploratory, whose application of mixed questionnaire containing open and closed questions, was the instrument used for data collection. The research was done in a municipal public school located in the municipality of Escada / PE. The study included the management of the school, two elementary school teachers in the 5th year, both educators working in the municipal education for over fifteen years, twenty five parents of school students selected residents in Ladder, all residents of the neighborhood where is located at school. Data collection was performed in the school, and found that although some parents have demonstrated commitment to and involvement in the educational process of their children, we realized the great difficulty in the school along with the teachers have in establishing an active partnership between parents students. There is the absence of fathers in occasional moments, which complicates integration among teachers and guardians involved. In this perspective, it is envisioned to greater interaction and integration, the school needs to rescue the family and their values, so that all are part of the school context in order to promote the participation and involvement of the whole school community.