Relação escola-familia: uma reflexão acerca das implicações dessa parceria no processo ensino-aprendizagem das crianças nos anos iniciais do ensino fundamental

Abstract

The school-family partnership is a relevant theme because both the school and the family, along with other social institutions, are responsible for the development of the citizen in progress. Given its importance, exploratory bibliographical research with a qualitative approach was realized based on articles, scientific journals, books, Google Scholar platforms, and Brazil SciELO that discuss the school-family relationship theme. The investigation started with the following guiding question: How does the school-family partnership reflect in the teaching-learning process of children in the initial years of elementary school? To find an answer to the guiding question, we outlined the general objective as follows: To understand how the school-family partnership is reflected in the teaching-learning process of children in the early years of elementary education. To this end, the following specific objectives were defined: to identify the implications of the school-family partnership in the teaching-learning process of children in the school context; to verify how children's learning is impacted by the school-family relationship; and to reflect on the school-family relationship in the teaching-learning process and its benefits or consequences for the integral development of children. The theoretical approach was based on the discussions of authors such as: Miranda (1998), Santos and Toniosso (2014), André and Barboza (2018), Costa (2023), among others. The results indicate that the school-family partnership favors a beneficial teaching-learning process for children in the early years of elementary school, as both are the first social contact institutions for the student.

Keywords: School-family partnership. Learning. Teaching-learning.