PEREIRA, G. G. S.; http://lattes.cnpq.br/9261985306446481; PEREIRA, Géssica Galdino da Silva.
Resumen:
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.
