Desafios da gestão escola na interpretação escolar - família - comunidade para o processo de ensino - aprendizagem.

Abstract

In this monographic work entitled "Challenges of school management in the School-Family-Community interaction for the teaching-learning process", the objective was to analyze the School-Family-Community interaction as a pedagogical principle for the good development of the teaching-learning process. In order to do so, the following specific objectives were defined: conceptualizing School-Family-Community, identifying the challenges in School-Family-Community interaction, reflecting strategies for the establishment and optimization of School-Family-Community interaction focused on improving learning. For the sake of research, this production was concatenated by the following question: How can School-Family-Community interaction, from the context of school management, be structured as a pedagogical principle to favor the teaching-learning process? This study is of a qualitative approach, the research was exploratory and the interviews were semi-structured. The analysis of the data was done through simple categorization. Discussions of this study in Dessen and Poland (2005), Reali and Tancredi (2005), Oliveira and Araújo (2010) among other theorists regarding the definitions of the category "School-Family-Community". Also on this production was developed through a field research conducted with parents or guardians, teacher and management team of a public school in the municipality of Lavras da Mangabeira-CE. The study pointed out that the School-Family-Community relationship, regarding the teaching-learning process, is poorly understood and poorly managed. Since there is a deep need for training by technical and educational teams about the possibilities and overruns in relation to School-Family-Community relations, this is a widespread need for a training for understanding by all those involved in the School-Family-Community relationship, it is necessary to quickly overcome the lack of strategies of the school institutions from the promotion of better articulations between all the subjects involved in the schooling processes in the light of democratic management. It is highlighted in this study that the School-Family-Community interaction needs to be understood as the pedagogical principle of the teaching-learning process.