Participação familiar no processo de aprendizagem nos primeiros anos escolares: desafios e estratégias na Escola Municipal Eliezer Moreira em Bela Vista - MA

Abstract

This study addresses the role of family participation in the learning process during the early years of primary education. Its main objective was to investigate the partnership between family and school and its contribution to improving students' academic performance in the early years of primary education. The research was conducted at Eliezer Moreira Municipal School, located in the municipality of Bela Vista, Maranhão, Brazil. The theoretical framework was based on studies that discuss the importance of family involvement in the learning process, including the contributions of Gadotti (2007), Muniz (2021), Nogueira and Nogueira (2002), and Polonia and Dessen (2005). This study also considered normative documents that recognize education as a process built through the joint participation of family and school, such as the Statute of the Child and Adolescent (ECA) (Brazil, 1990) and the National Education Guidelines and Framework Law (LDB) (Brazil, 1996). According to Gil (2007), from a methodological perspective, the research is characterized as qualitative and quantitative, with an exploratory approach. Data were collected through interviews and questionnaires administered to members of the school community and students' guardians, enabling the analysis of the information obtained throughout the investigation. The findings revealed that family participation contributes positively to children's educational development, although social and family-related factors still hinder more effective involvement. As an intervention proposal, educational lectures and a roundtable discussion were organized with parents and guardians to strengthen dialogue and collaboration between family and school. It is expected that this study will contribute to future discussions on the topic and encourage the implementation of increasingly participatory, welcoming, and transformative practices within the educational context.