Construindo pontes entre escola e família: desafios e estratégias na gestão da participação familiar na experiência educacional dos alunos da Escola Estadual Monsenhor Gustavo

Abstract

The relationship between family and school is essential for students’ development and learning, as the family, being the first social institution, exerts a significant influence on the values and sociocultural background that a child brings into the school environment. This study aims to describe and analyze the possible causes of the lack of parental involvement in the daily life of students at Monsenhor Gustavo State School (“Escola Estadual Monsenhor Gustavo, EEMG”) with the goal of proposing managerial and pedagogical actions to strengthen and improve the engagement of families in their children’s educational experience. Adopting a qualitative approach, the research draws on document analysis, literature review, questionnaires, and interviews with students, parents, teachers, and school administrators. Grounded in the works of scholars such as Vitor Paro, Marcelo Burgos, Laura Rossi, Roseli Cavalcanti, Jane Margareth Castro, and Marilza Regattieri, the study explores democratic school management and the collaboration between family and school, highlighting the shared responsibility in the educational process. The findings reveal that, despite the school’s documented intentions to foster family involvement—as expressed in documents such as the PoliticalPedagogical Project ("Projeto Político Pedagógico, PPP”) and the School Statute— family participation remains limited, especially in bimonthly meetings and democratic management spaces. In response to these challenges, an Educational Action Plan (“Plano de Ação Educacional, PAE”) was developed, including proposals such as creating digital communication channels, organizing awareness events to emphasize the importance of family engagement, and reinforcing parental presence in school governance bodies such as the School Board. The implementation of these actions seeks not only to enhance family participation but also to foster a more inclusive, collaborative, and effective educational environment, contributing to students’ holistic development and to the strengthening of the partnership between school and community.