DIFICULDADES COGNITIVAS DOS ESTUDANTES, DESAFIOS PARA A COMUNICAÇÃO ESCOLA-FAMÍLIA: UM ESTUDO BIBLIOGRÁFICO

Abstract

This study analyzes the communication practices between school and family in the context of Early Childhood and Elementary Education, focusing on the strategies used to report students' learning difficulties. The investigation is based on the understanding that the complexity of educational demands, along with the diversity of student profiles, requires pedagogical actions that promote active listening, careful mediation, and the strengthening of relationships with legal guardians. Adopting a qualitative, bibliographic approach, the research examines academic publications from the Federal Institute of Goiás, produced between 2020 and 2024. The corpus was selected based on relevance and pertinence to the field of school communication. The analysis revealed that the effectiveness of school-family relationships depends on the clarity, frequency, and intentionality of the shared information, especially regarding learning difficulties. The study also identified significant changes in how such difficulties are described and communicated over time, highlighting the role of teacher training and empathetic dialogue. It concludes that strengthening communication between educators and families is essential for effective pedagogical support and for fostering students’ holistic development.