Participação: um estudo na trama das vozes dos professores, diretores e pais

Abstract

This paper discusses the participation of parents and its relation to children's learning. Is this participation essential for learning? The no-show of the family to pedagogical meetings and deliveries of report cards were some of the motivating issues for achieving this monograph. Keeping in mind that to the school principal it should be clear that one of its key roles is to ensure learning and school success, the research will seek to establish its role in this context. To approach the theme, bibliographical research will be used to obtain theoretical basement related to important concepts. The survey was conducted in a public school in Sapiranga making use of the questionnaire for parents, teachers and management team as research tools. The survey was conducted in an essentially qualitative way that, according to Minayo does not reject quantitative data. It is clear that family involvement is crucial to the learning process, but the communication between school/family is failing. By analyzing the voices of parents, teachers and faculty team it is found disagreements that show the need for greater dialogue between the segments, which we understand to be built in the participation process. The role of the school principal also needs to be revised, because it no longer fits the vision of bureaucratic organizer. In this new role, the school principal is challenged to be a mediator, a creator of strategies to encourage participation. Knowing that education seeks a collective and democratic participation of the school community, this work may help to clarify key points for both the school staff and for parents.