A participação da família na escola na perspectiva de pais, educadores e alunos

Abstract

This work aims to analyze briefly the historical transformation through which family and school passed and identify how these institutions were adapting to the new times and how today, one can perceive influences of these new times in the relationship school and family. Through the day-to-day school day, in acting in school supervision, it is identified that teachers yearn for parental involvement in a more solid way. On the other hand, they do not present arguments for this participation that they consider insufficient, falling to clichés that are not based on real elements, but on assumptions. In order to find concrete elements on the issues of family participation in school, from the points of view of those involved in the educational process, the qualitative approach of the research-participative type was chosen, with the objective of subsidizing School Management with concrete data on the participation of parents with the greater purpose of strengthening Democratic Management within the Institution. A questionnaire, with objective and dissertative questions, was applied to a sample of parents, educators and students, from students enrolled in grades 6 to 9, between April and May 2018, at the Manoel da Silva State School of Elementary Education Pacheco, in the municipality of Camaquã / RS. We sought to discuss the data obtained with the theoretical support of scholars and in light of the laws in force at both the Federal and State levels. It was concluded that families recognize that they do not participate as much as they would like and that the greater obstacle is due to the conflict of working hours with school hours. Families identify the mechanisms of participation offered by the school and accompany the children's notebooks, which was corroborated by the students' answers. Educators recognize that measures taken by the school management team favored dialogue with parents and the approach of school families. The devaluation of education and public education professionals were also identified by educators and families as aggravating in relation to school and family.