Relação escola-família: vozes de mães de uma escola de educação infantil do litoral sul de São Paulo

• Ano de defesa: 2025
• Autor(a) principal: Pereira, Fábio José
• Orientador(a): Teixeira, Rosiley Aparecida
• Banca de defesa: Teixeira, Rosiley Aparecida , Fusaro, Márcia do Carmo Felismino , Miranda, Nonato Assis de , Terçariol, Adriana Aparecida de Lima , Gitahy, Raquel Rosan Christino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: relação escola-família; educação infantil; Peruíbe.
• Palavras-chave em Inglês: school-family relationship; early childhood education; Peruíbe
• Palavras-chave em Espanhol: relación escuela-familia; educación parvularia; Peruíbe
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3801

The object of study of this research is the relationship between school and family. It seeks to answer the following question: How do school-family relations occur in the context of early childhood education in a school on the coast of São Paulo? To conduct this study, a qualitative research approach was chosen, with the general objective of understanding the existing relationships between school and family from the perceptions of mothers. As a specific objective, it was to undertake a bibliographic survey on the school-family relationship in early childhood education, analysis of the mothers' conceptions about how this school-family relationship occurs. The research subjects were six mothers who were willing to participate and report their perceptions about the interaction between school and family. The instruments used for data collection were document analysis and the application of a questionnaire that sought to understand the meaning attributed to this relationship. The instruments used for data collection were document analysis and the application of a questionnaire that sought to understand the meaning attributed to this relationship. The theoretical framework that supported the study was based on important authors such as Moysés Kuhlmann Junior, Zilma de Moraes Ramos de Oliveira, Heloísa Szymanzki, Paulo Freire, Christian Laval, Stephen John Ball, Richard Maguire, Annette Braun, Luciana Maria Caetano and Solange Franci Raimundo Yaegashi. The documentary analysis generated a valuable repertoire for deepening reflections on the family-school relationship, highlighting the importance of dialogue, participation and collective behaviors as fundamental pillars for integration to remain solid and for school meetings to be more enriching. The data collected were analyzed based on four main categories: the relationship between school and family; the dialogue between family, teacher and school; the participation of families in school life; and the influence of the neoliberal model on contemporary educational practices. The results showed the relevance of the school as a space for dialogue to promote social changes and the need to recognize the family-school relationship as an essential element for awareness, the construction of dialogues and collaborative practice. Based on the results obtained, a training proposal was elaborated structured in stages, aiming to sensitize educators about the complexities experienced by families and foster actions that contribute to the strengthening of the bonds between school and family, promoting a more inclusive, participatory and cooperative relationship.