Presença da família na escola: contribuições à aprendizagem na educação infantil

Abstract

This work addresses the theme "Presence of the family at school: contributions to learning in Kindergarten", with the general objective of investigating how the school can intensify the participation of parents in the teaching and learning process of children in Kindergarten, in order to improve the quality of education in this age group. Therefore, this investigation sought to answer the research problem "How can the school intensify the participation of parents in the teaching and learning process of children in Kindergarten?". The described investigation, of an applied nature, qualitative in terms of approach, exploratory in relation to its objectives, in the field modality, was developed through the Case Study methodology (GIL, 2008) with application of semi-structured interviews to twelve families who have children in Kindergarten, interviews were also carried out with two teachers and the principal of the school in which these children are enrolled. The data collected through the interviews were analyzed through discursive textual analysis (MORAES, 2003) and based on theoretical contributions, among which I highlight Caetano; Yaegashi (2014), Villella; Archangel (2017), Portela; Franceschini (2011), among others. Data analysis allowed the identification of the following blocks of study: Learning in Early Childhood Education and parents' participation, The Pandemic and the consequences for teaching and learning, and Dialogue and Interaction: family and school. Data analysis contributed to thinking that a child in the process of development does not develop alone, but rather, in an environment made up of people united by kinship ties or affinities. In this context, the child needs to be stimulated and socially recognized as someone capable of learning. The study also showed that the school should open up to dialogue, as well as organize its pedagogical proposal in order to enable and motivate the participation of parents in the entire educational process, considering their relevance in the complex task of educating children in this context in which we live. [resumo fornecido pelo autor]