Relação família/escola: parceria necessária para o desenvolvimento da aprendizagem nos anos iniciais do ensino fundamental.

Abstract

The family-school relationship can pleasantly favor the comprehensive formation of subjects. As this relationship can promote an information exchange between family and school; Therefore, enabling greater knowledge of child's specificities. The problem question of this work is: Does the school develop actions which make parents aware of the importance of their participation in the school environment? This job is main aimed at reflecting the importance of parental participation in their children’s school life. Some specific objectives of this work are (i) investigate the reasons why families do not participate in important school decisions from the perspective of the child's parents and/or guardians; (ii) know what the child's parents/guardians think about their participation in the school community and present proposals that value the participation of parents in the school, as fundamental participants for good school development. This field research was carried out in a municipal public school in the rural area of Sousa – a city situated in Paraíba state. A questionnaire with six open questions about family-school relationship was applied. This research used the authors Cavalleiro (2007), Sambrano (2010), Piaget (2007), Santos and Toniosso (2014), Machado (2015) et al. for a better discussion of the results. Therefore, content analysis in the thematic modality was used to analyze the information collected. Therefore, the importance of the partnership between the family and the school for the good development of the teaching-learning process of children in comprehensive education is clear. It was observed that this rapprochement between parents/guardians and the school institution is necessary.