A gestão escolar e a família: algumas reflexões contemporâneas

Abstract

Reflecting on the space and the role of the school, accompanied by the literature of the space an intense mobilization as the formative process of learning as opposed to a one sides education, or hierarchical technique that process. In this case, the school accept today the dialogue with society, to the extent that goes beyond the school walls, interacting critically with the social and cultured reality. In this horizon, this monograph seeks to analyze the relationship between the school management and family and its implications for student learning, that is, to develop an education that excels in training and citizen critics of his subjects. As research problem question is: how management can involve the family to participated in issues that pervade the school routine? Still: what strategies can promoted the management to involved the family in the educational process? In an attempt to address this issue hermeneutically, work conducted qualitative research literature imprint. Authors like Paro (2010), Prado (1981), Zago (2000), Leo (1953), Schneckenberg, (2000), Sander (2007), Giorgi (1969), Cury (1978) and other authors endorse the theme of this work. Reflections of theoretical analysis shows that, apart from a silent, parents, taking as guiding the understanding of school management, opine and propose policy issues that address the issue pedagogical, financial and administrative for the whole school routine. In this sense, parents are part effectively in management perspective, at a school open to dialogue, organized by overview and collective action, appreciation of differences, the expansion of responsibility, decentralization and horizontal, action teaching as a dynamic, continuous, comprehensive and critical training and citizen