A importância da relação família e escola no processo de ensino-aprendizagem nos anos iniciais: um estudo na Escola Municipal Livia Lorene (Arraias - TO)

Abstract

This work addresses the importance of relationship between family and school in the early years of elementary school. As a research problem, we have the hypothesis of the lack of family support and its consequences in the teaching-learning process, in

which the situation was aggravated by the Coronavirus Disease pandemic (COVID- 19). We justify the importance of this investigation by promoting reflections on the

subject and discussions about the implementation of actions by public policies that support the family and the educational establishment. Our general objective is to reflect on the importance of the aforementioned relationship in the teaching-learning process for the development of early years of Elementary School. As specific objectives, we intend to list the institution’s main difficulties regarding this relationship; analyze the importance of teacher in welcoming families, to understand their relevance in the educational context; and identify whether the family recognizes its value in the educational process of its children. As main theoretical references, we present Brito e Soares (2016), Costa e Souza (2019), Sousa (2012) and Souza (2019). The research was carried out under a qualitative approach, anchored in Bogdan and Biklen (1994) and Marconi and Lakatos (2003), whose resources refer to the questionnaire with two teachers and the Focus Group (GF) composed of three mothers from Centro Municipal de Educação Basic Teacher Lívia Lorene Bueno Maia, located in Arraias, Tocantins, Brazil. The relevance of this work lies in listening to the reports of teachers and families in Arraias/TO about the relationship studied in the investigation.