A relação escola e família: um estudo de caso em uma escola pública no município de Santa Inês - MA

Abstract

This undergraduate thesis focuses on the relationship between school and family in a public school in Santa Inês – MA. Early Childhood Education, the first stage of Basic Education, is decisive for the integral development of the child, and the articulation between family and school contexts is fundamental for meaningful learning. Although Brazilian legal provisions attribute shared responsibility to the family and the State, in practice, family distancing is often observed, whether due to material limitations or institutional weaknesses that hinder dialogue and participation. The research seeks to answer whether and to what extent family participation occurs in the daily school routine. The general objective is to reflect on this relationship, while the specific objectives include understanding the perceptions of school management, teachers, and families; identifying how the school organizes family participation; and pointing out the challenges of this qualified presence in schooling processes. The relevance of the study stems from the observation that family participation does not always materialize as provided by law, requiring a contextualized analysis of sociocultural and economic realities. Empirical data showed that the relationship is marked by advances as well as structural and cultural challenges. It was found that school management develops welcoming and dialogue practices, invalidating the hypothesis of a rigid and bureaucratic stance. On the other hand, family distancing does not stem from apathy or voluntary disinterest, but from socioeconomic determinants and material limitations, such as long working hours. As approach strategies, in addition to projects and pedagogical practices, positive communication and the use of the institutional Instagram as a facilitator of transparency stand out. It is concluded that the union between school and family is an indispensable pillar for the full integral development of very young children, requiring intentional actions that are sensitive to social reality.