A relação escola-família na E.E Edson Alves Pereira-MG: obstáculos e possibilidades de superação

Abstract

This research investigates the dynamics of the relationship between school and family at E.E Edson Alves Pereira - EEEAP, located in Montezuma - Minas Gerais. The main objective of the research was to analyze the obstacles that exist in this relationship and explore possible strategies for overcoming them. The theoretical framework covers concepts such as democratic and participatory management, school-family relationship and the impact of family participation in the students' learning process, among other relevant aspects. In the theoretical framework, we delimited our research field based on studies by authors such as Paro (2000, 2023), Freire (2001, 2011) Lück (2006, 2009, 2010, 2018), and Castro and Regattieri (2009), Polonia and Dessen (2005, 2007). The methodology follows a qualitative approach with documentary analysis and application of questionnaires, investigating obstacles in the school-family relationship at EEEAP. To present evidence of the management case, we used contextual data from the school, extracted from the SAEB questionnaire, available on the Qedu website, and also information collected in the exploratory documentary research we carried out in the school's internal documents that give us clues about the relationship between the family and the school. With regard to the school's internal documents, we consulted the records (i) of parental participation in the school's collegiate bodies (2019 to 2023); (ii) of the Minutes of Parents' Meetings (2019 to 2023) and the Attendance Lists of the meetings (2019 to 2023); and (iii) the information contained in the school's documents (School Bylaws and Political Pedagogical Project) regarding family participation. In this research, we considered the target of 80% participation, as established in the school's PPP. The partial considerations indicate that family participation is below what is necessary for good management, especially in the collegiate bodies and in the bimonthly and individual meetings. Additionally, a gap in communication between schools and families was identified, making it difficult to implement effective actions to monitor and develop students' skills and competencies. Finally, effective actions are proposed to improve the school-family relationship through the Educational Action Plan (PAE).