Família e escola como mediadoras no processo de ensino-aprendizagem: percepção de professores em escolas públicas do sul do Piauí

Abstract

The family is the first point of reference for the child, when attending the school environment, expands the development of the motor, cognitive, emotional and social skills, which can influence learning. In this sense, the objective was to analyze the perception of basic education teachers about the relationship between family and school in the teaching-learning process. The research has a qualitative descriptive nature, in which semi-structured questionnaires were applied to 11 teachers of basic education from public schools in the city of Uruçuí-PI. For this analysis, the categorization process was according to Bardin (2011). It was found that teachers consider the patenta participation important in the institutions as it positively influences for students school development. In addition, the family must accompany the teaching process through dialogue, collaboration and trust. However, lack of time, lack of interest and non-cooperation are the aspects that make the relationship between family and school more difficult. Thus, pedagogical activities such as meetings, interdisciplinary projects, delivery of newsletters or commemorative events are seen as strategies to encourage individual and collective participation, so allowing an effective participation of the family in a fair, respectful and democratic manner