A organização do contexto familiar e suas implicações no processo de ensino-aprendizagem.

Abstract

This monograph discusses the organization of the family context and its implications in the teaching-learning process, also investigating family participation in actions developed by the school institution, in order to identify if there is a difference in the learning of students from different family backgrounds. The interest on this theme arose during the Supervised Internship in Early Childhood Education, what was intensified after working in the Programa Institucional de Bolsa de Iniciação à Docência (Institutional Program for Teaching Initiation Scholarships), observing the distance between families and school, and identifying a minimum contact between these both institutions to think about students learning from diverse family backgrounds. The research locus was a municipal school in the city of Cajazeiras-PB. This study was carried out from a bibliographical research and a field research, of descriptive type, in a qualitative approach in order to reach its proposed objectives. The instrument used for data collection was a semi-structured interview, which 5 subjects answered, three education professionals and two family members. Regarding the obtained results, it was observed that all the subjects see as important the interaction between family and school, although there are still difficulties in inserting family in school decisions, due to the lack of knowledge regarding ways of participation in the courses of the school, about the constitution of new family arrangements and the lack of investments of public policies so that these actions developed by school can improve the teaching-learning process.