A relação família e escola no processo de ensino e aprendizagem nos anos iniciais do ensino fundamental.

Abstract

This final paper aims to understand the relevance of family participation in the teaching and learning process in the initial years of elementary school. To carry out the research, a bibliographical survey was initially carried out, in which authors who addressed the relationship between family and school were sought as theoretical support. Thus, the concept of education and educating was discussed, the family was presented with an emphasis on concepts, models and reflections, and the school institution with a focus on concepts and functions in the process of constructing reflective learning. The importance of the family-school relationship was also discussed, with emphasis on legislation and its contributions to the partnership between school and family. Through field research, the aim was to learn about the family-school partnership that exists in the municipal school in the city of Cachoeira dos Índios - PB. Data were collected from a principal, a pedagogical coordinator for the Early Years of Elementary School, four Early Years teachers and four mothers, through a semi-structured interview and the application of four questionnaires, one for each subject, with a range of four to seven questions. The proposed result is significant learning on the part of students, through the partnership between school and family. Based on this, it can be concluded that there are challenges for the family to be able to participate actively, as well as adversities for the partnership to happen satisfactorily. Throughout the work it was possible to perceive that the school needs to provide opportunities that motivate the family's participation in school beyond the delivery of report cards and warnings. It is necessary to build a link between the family and the school so that significant learning on the part of students is effective.