A relação entre escola e família: limites e possibilidades no necessário protagonismo da instituição educacional

Abstract

The relationship between school and family plays a fundamental role in educational performance, enabling countless forms of development and broad processes in learning, allowing vast experiences and exchanges of knowledge between those involved to occur within this space, aiming to achieve success in education. Therefore, this work aims to investigate the importance of the relationship between parents and family members and the educational institution, under the initiative and protagonism of the educational institution. It is intended to understand how families have participated in school activities, and how the institution has encouraged this participation, highlighting the importance of the educational institution, working together with families so that better school performance occurs. The study was based on a qualitative, exploratory research with field research carried out at the school, using questionnaires for data collection. The search for data and analysis was carried out in three main stages, namely: (I) organization of the theoretical framework for directing the study and preparing the questionnaire; (II) analysis of collected data; (III) comparative analysis and interpretation of data. Therefore, it is concluded that education is of fundamental importance for the child to have a broader human formation and the school-family relationships (conscious and intentional) are positive for the teaching-learning process. In addition, it was noted that the educational institution does not act vigorously in initiatives seeking to improve the relationship between the educational institution, community, families and students.