FAMILY AND SCHOOL APPROACH: reflecting on the challenges of this relationship in the academic development of children

Abstract

This article addresses the theme of family and school in a school unit in the rural area of ​​the municipality of Pio XII - MA. Our reflection is focused on the need for effective participation of parents in the school life of children, to ensure integration and promote a permanent dialogue between school and family. When these relationships are not established, we have negative consequences for the entire society. Our objective is to understand the reasons that make parents absent from school and fail to monitor the development of their children's learning. The family is the original institution responsible for the educational basis of children in terms of the process of developing identity, principles and values ​​that are indispensable to human beings for their coexistence in society. The school, in turn, has an extremely important role in systematizing, guiding and forming knowledge as a social and political subject capable of seeking emancipation as a citizen integrated into a society. Throughout history, families and schools have undergone transformations that directly affect the relationships established in the educational development and learning process of children, which only become effective when there is integration between those who educate, teach and learn. It is necessary to establish a rapprochement between families and schools, as partners in school education. The family is a space for the construction of citizens' identities, and the school plays the role of developing learning. From this perspective, we have the legal guarantees that govern the subject, as well as authors who support our reflection, such as Freire, Piaget, Alarcão, Tiba, among others, who contribute with their studies pointing out integrated actions to minimize the difficulties presented in this family-school relationship. This study has a qualitative approach, with empirical research in a Basic Education School Unit in the municipality of Pio XII MA. The data were collected through questionnaires, administered to parents and teachers, which after analysis revealed the lack of integration between family and school, which compromises the children's academic performance.