RELAÇÃO FAMÍLIA - ESCOLA: COMO A DINÂMICA FAMILIAR INTERFERE NOS PROCESSOS DE ENSINO APRENDIZAGEM

Abstract

During the process of building human identity, the influence of the environment in which we live is notorious, especially family and school relationships. It is noted in the area of education, especially in II elementary school and high school, numerous cases that the student finds himself in a situation of school failure, difficulty with learning and undisciplined. We propose for this work to discuss the family-school relationship and analyze how this dynamic interferes in the teaching-learning processes of children. At first, a bibliographic review was carried out as a methodological procedure to obtain the results. Secondary data were raised based on research in classic works and recent articles, such as VYGOTSKY (1998), FREIRE (1996 and 2000), (PIAGET, 1972), so that the theoretical basis on the subject could be broader, enabling the construction of the case study structured in theory in order to find and comment on satisfactory results, using the qualitative method. The course of the research, analyzes will be carried out on the influence of the family in the teaching-learning process, correlating them with the role played by the school in the students' lives, thus making it possible to propose solutions such as social support together with psychological assistance to students- their families. It is hoped that with this research the school and family community understand that active participation in children's lives is of paramount importance during the educational construction process, a factor that tends to favor and strengthen the bond between the school and the family, ensuring a quality education.