RELAÇÃO FAMÍLIA E ESCOLA: A IMPORTÂNCIA DA FAMÍLIA NO PROCESSO DE ENSINO-APRENDIZAGEM DOS ALUNOS DOS ANOS INICIAIS

Abstract

This Final Course Project (TCC) aimed to analyze how family participation or absence influences the teaching-learning process of students in the early years of Basic Education. The writing of the project was motivated by experiences lived during the Mandatory and Non-Mandatory Internship, in which the importance of family support was observed. The research was characterized as a bibliographic study, with a qualitative approach, carried out from a survey of articles in the CAPES Periodicals Portal, based on selected descriptors and with inclusion and exclusion criteria that resulted in the choice of four articles analyzed using a technique inspired by Content Analysis. From the analysis, six main categories emerged: 1) Family/School, School/Family Communication; 2) The relationship between affection and learning for school performance; 3) Family challenges in the learning process; 4) The role of the family in the school context; 5) The role of the school; and 6) Teacher perspective regarding family participation. These categories not only delve into relevant points regarding different nuances of the investigated theme, but also offer an overview of the variables that permeate the problem. Thus, the study concluded that family participation contributes positively to the learning process, and it is essential that this relationship occurs in a balanced way between the two formative instances.