A RESPONSABILIDADE DA FAMÍLIA NO PROCESSO ENSINO APRENDIZAGEM: BREVES CONSIDERAÇÕES

Abstract

The objective of this work was to discuss the proficuity and necessity of the work partner between family and school for the formation of children as active social subjects. We go through frequent periods of disruption and disintegration of values ​​arising from changes in sociocultural configurations that change rapidly. We witness moments of extreme individualism at the expense of collective work. Reflecting on these perspectives, we seek to analyze the responsibility of the family against school success / failure in the process of teaching learning. For this, it is proposed as methodology to work with bibliographical research, documentary as data collection and analysis. This methodology, in addition to making known the existing literature, contributes to the formulation of more proposals and / or assumptions, based on proofs or refutations of the concepts, using the existing bibliography as an argument (LÜDKE; ANDRÉ, 1986). In addition, it helped us to understand this relation before the means for a path of competence and respect. The child in this environment, not infrequently, can not develop its potential in the environment, which results in many consequences, be it in disciplinary behavior or cognitive knowledge. Hence the fact that we need to be in continuous discussion and reflection on current contexts, trying to understand as many of the students' social configurations as possible, in order to create abilities and skills to solve problems. In short, what we defend is the continued formation of the teacher, allowing him to follow the rapid changes that take place in the modern world. Based on this conception, we elaborated a descriptive text, based on the bibliographical research, that elucidates and discusses these questions.

Keywords: School. Family. Teaching.