Família e escola: novos caminhos a percorrer na educação infantil.

Abstract

The text deals with the relationship between the family and the kindergarten. To deal with the basic terms of our study, that is, to think of the "family"; "early childhood education" and "teacher training". Given the situations experienced by the researcher in the experience and in the background in the school context in Early Childhood Education, we highlight the importance of highlighting parental involvement in the school context. Therefore, we questioned the real impacts of family participation in the school from the point of view of parents / guardians and teachers of Early Childhood Education? From this, other questions presented us as a qualitative study, open to new possibilities of study / analysis. We assume that it is imperative for the success of the integral formation and for the optimization of the indices of quality of the Brazilian education to understand the real impacts of the participation of the family next to the school in the critical-emancipatory perspective in an institution of Early Childhood Education. We seek to establish the necessary epistemological cut as in Bachelard's (2000) teaching, in order to understand the object of study: Infant Education. This is a study proposal from the phenomenological-hermeneutic perspective. Data collection was carried out through a semi-structured questionnaire with parents / guardians and teachers of Early Childhood Education. The results show that although the family and schools establish themselves as educational agencies, this action is often still very limited by the school, causing gaps in school development. The challenge of this research was to make the school aware of the importance of elaborating a project to work on the family-school relationship, in order to establish the systematization of co-responsibility attitudes aiming at the integral development of the child, as well as the achievement of success in the Teaching and learning.