A relação família-escola na educação infantil: a centralidade do diálogo

• Ano de defesa: 2024
• Autor(a) principal: Gonzalez, Camila de Fátima
• Orientador(a): Silva, Alexandre Rodrigo Nishiwaki
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Educação - PPGPE
• Palavras-chave em Português: Relação família-escola; Educação infantil; Diálogo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20549

This study is the result of research that was conducted during a master's degree course associated with the Professional Postgraduate Program in Education (PPGPE) at the Federal University of São Carlos (UFSCar). The guiding question that outlined the work was: “What elements enhance the family-school relationship and what elements hinder it?”. Our objectives were to identify which elements are favorable and which are exclusionary in the family-school relationship, as well as to understand which dialogic actions are necessary to build a partnership between the two instances. To this end, the study was conducted in a Municipal Early Childhood Education Center located in a city in the interior of São Paulo, with both the children's families and the group of teachers who work in the unit as participants. To this aim, we first carried out a literature review focused on the topic. The research was conducted in two separate stages: first, we sent out virtual forms and then we held communicative discussion groups. Both instruments were applied both to the families of the children enrolled at the school and to the teachers. Data was collected and analyzed using the Communicative Methodology, which is in agreement with Dialogic Learning, the theory on which this study is based, since according to it, it is through interactions, intersubjectivity and dialogue that actions are created that favor learning and transformation. The results of this study indicated two points that need to be expanded and brought up for reflection: the importance of parent-teacher meetings and the quality of communication between the school and families. Based on the results, we understand that both families and teachers consider the school-family relationship to be fundamental and that in order for it to happen, some changes are needed so that families and the school become partners, with dialog as the path.