Relação entre escola- família- comunidade como eixo de gestão da aprendizagem discente nos anos iniciais na escola pública.

Abstract

This work called “relationships between school-family-community as the axis of management of student learning in the early years in the public school” has as it object of study relations between school-family-community as potentiating of learning processes in public school and, as it overall goal, intents to analyze the mechanisms of management in favor of the link with school-family-community in according to effective strategies of students learning in the early years of the public school. What is delineated from the following research question: How does the public school can articulate the school-family-community relationship in terms of students learning strategies in the early years? Empirical research taken in this study occurred through qualitative approach, with semi-structured interviews and simple categorization of data for recurring terms. What contributed to the analyses developed here from exploratory study involving nine semi-structured interviews with primary teachers, a manager and four student’s mother belonging to the school council of the educational unit that hosted the empirical part of the field research phase of this study. The main sources of reasoning of this study was taken from the UNESCO family interaction school production (2009); participation in Paro (2008) and dialogical Learning Mello (2015). This, regarding, respectively, to the main categories of analysis of this study on the interaction school-family-community; student learning management and public school. Thus, reached some conclusions in this study as the need to promote family participation in dialogues and to strengthen the follow-up culture of academic performance of the students in their human development processes supported by the school.