A relação família-escola no desenvolvimento das crianças que frequentam instituições públicas no ensino fundamental i: uma revisão bibliográfica

Abstract

Talking about the need to establish a school-family relationship is almost commonplace in the field of Basic Education, but what does Brazilian research have to say about the contributions of the family-school relationship to the development of children who attend public institutions in Elementary School I? This was the question that guided this research, which was inspired by the principles of historical-dialectical materialism and Historical-Cultural Psychology. The research had as its general objective: to critically understand what research has revealed in the last five years about the contributions of the family-school relationship in the development of children who attend public institutions in Elementary School I. To this end, in addition to a theoretical and historical in-depth on the relationships between family and school, as well as on the conception of development from the perspective of Historical-Cultural Psychology, an integrative bibliographic review was carried out in two research bases: SCIELO – Scientific Electronic Library Online and BDTD - Digital Library of Theses and Dissertations with the keywords: “school”; "family"; “mothers”; “parents”, covering publications from 2018 to 2022. Among the results, we highlight: a) a scarcity of studies that really follow the development of children, as well as that talk about a more concrete family with regard to the dimensions of class and race; b) the persistence of a family-school relationship guided by prejudices towards families and complaints towards children, which brings harm to the latter; c) the existence of family-school relationships established by sharing responsibilities for extracurricular tasks and which contribute to the development of a positive relationship with children's study and learning; d) the importance of looking at the family-school relationship that considers working conditions in schools and public policies that contribute to a more dignified life for families as fundamental to contributing to children staying and learning at school. Thus, we conclude that, if the objective of school education is to effectively contribute to the development of children, it is not possible to do so without a critical understanding of this process, involving who the children are, their families, the conditions of the schools in which this occurs , the social conditions that permeate them, that is, the school-family relationship is just one of these elements. And in this context, there are actions in the school-family relationship that can further lead to the intensification of oppression, as well as other actions that can contribute positively to children's learning.