A participação da família em tempos de pandemia no processo educacional das crianças

Abstract

The present work had as its research theme thefamily participation in the children's educational process. In order to deepen this theme, the following research problem was listed: what are the families perceptions, from a second year class of elementary school, from a public school in Alto Uruguai region, do they have about their participation in the educational process about their children during the pandemic period? The research aimed to investigate the family participation in pandemic times, in order to understand the challenges faced in the children educational process given that in the years 2020 and 2021 the world began to experience a global pandemic, making it impossible for education was face-to- face. Since then, remote teaching has been in force in educational field for a certain period of time and it was up to the family to participate in a large part of children's educational process. The research investigation was presented by a qualitative, bibliographic and field approach that was referenced by the following authors: Severino (2007), Sousa; Oliveira; Alves (2021), Boccato (2006), Moraes (1999) and others. For collection data, the questionnaire was chosen, in which it was sent in person to the children’s family in a 2nd year class of the initial series of Elementary School, in a public school, in Alto Uruguai Gaúcho region. Through this data analysis, it was possible to establish three research categories, namely: Participation in the children's school life; Pandemic and remote teaching: the possibilities in the inevitable face and Family, and school interaction: the process contributions. The theoretical basis was established from reading and reflection of: Johann (2018), Prado (2013), Rocha (2018), Souza (2009), Santos (2021), Szymnski (2004), Witer (2011), among others. With the research results, it was possible to perceive how much the remote teaching process changed the school and the family in a short time. The sudden changes in the lives of everyone involved in education gave no choice but to learn and teach in their homes during social isolation. Analyzing the questionnaires sent to families, it was observed that they often didn’t know how to teach their children, they didn’t have the patience, time and also reported that they didn’t get the child's involvement and concentration as happens at school. The concern with literacy about these children remotely was also a perception pointed out by the families, and the bond between family and school was unified as a result in this period. The school and educators worked hard so that knowledge reached the children and, consequently, the families, which were made available through access to the internet with online meetings and/or printed material, for those who didn’t have access to digital technologies. In addition, the teachers continued to accompany the children and provide pedagogical support to the families whenever necessary. Thus, at the end of the research, it was possible to affirm that family participation is very important for children's educational processes, as well as for their integral development.