BRAGA, L. B.; http://lattes.cnpq.br/2901420363383345; BRAGA, Lucineide Bezerra.
Resumo:
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.