Escola e família: parceria necessária para o desenvolvimento da aprendizagem na turma do 3° ano-9 da escola- Professora Cícera Lima do Nascimento- Igarapé-Açu-PA.

Abstract

The present study is about school and family, arguing that this is a necessary partnership for the development of learning, starting from the following problem: how to include the family in a participatory way in the school for the development of learning? Therefore, it aimed to evaluate in general how the school-family partnership can favor the development of the acquisition process of the students of the 3rd year / 9 of the "Teacher Cícera Lima do Nascimento" school in Igarapé-Açu-PA. And more specifically, identify the strategies used by the school for the implementation of the family-school partnership; To evaluate the participation of the family in the teaching-learning process of 3rd year students; And to verify if the school-family partnership favors or not the success in learning. Methodologically, this study relied on bibliographical research that included theoreticians such as: Vigotsky (1984); Freire (1999); Rego (2003); Tiba (2006); Silva (2007) among others and field research carried out at the Municipal School of Elementary Education "Teacher Cícera Lima do Nascimento" in the room of the 3rd year / 9. For the research qualitative aspects were approached and the following research techniques were used: open interviews, semistructured interviews. The actors involved in the research were: director, pedagogical coordinator, teacher of the 3rd year / 9 (morning shift) and 18 parents / guardians of the students in that class. It was concluded that the participation of the family in the teaching-learning process of the students of the 3rd year / 9, which was the class researched, could be carried out in a more significant way in the educational scope, although the considerable presence of all the parents in the meeting As observed. However, just going to meetings is not enough, it is necessary to have a greater commitment in the schooling of children. As it was verified, the school-family partnership favors the success in the learning in a significant way, since it awakens in the child the motivation, the feeling of protection and in the parents and in the school strengthens the ties of commitment and the educational responsibility of these two institutions in the life of the Concerned.