REFLEXÕES SOBRE A RELAÇÃO FAMÍLIA E ESCOLA NA EDUCAÇÃO INFANTIL

Abstract

This article presents theoretical research that aimed to reflect on the dynamics of the family and school relationship in Early Childhood Education. To this end, this work was based on considering the importance of early childhood, as well as understanding the meaning conceived for the family institution and the Early Childhood Education stage. The proposed investigation acquired the character of a theoretical study in the light of productions and studies such as Sarmento (2005), as well as Emmi Pikler and Magda Gerber, presented in the works of Bassedas, Huguet and Solé (1999) and Gonzalez-Mena and Eyer (2014), and current Brazilian regulations, such as the National Curricular Guidelines for Early Childhood Education (DCNEI), 2009. It was concluded, taking into account the fundamental development that occurred in early childhood, that families must collaborate in the responsibility of care with the institutions, this joint action being crucial to achieving the purposes of Early Childhood Education, considering the relevance of relationships that value the environments that the child frequents as enriching and are based on mutual respect, in addition to conceiving that communication is the aspect that enables integrated work between the two spheres, through varied strategies, without forgetting that each family is unique.