THE CONTRIBUTIONS OF THE FAMILY IN THE TEACHING-LEARNING PROCESS IN THE EARLY YEARS

Abstract

This study aimed to investigate the family's contributions to the teaching and learning process in the early years, identifying and highlighting how the active participation of parents in their child's school life supports and brings numerous benefits throughout this process and in the formation of a more critical, reflective individual, aware of their role in society. The aim was to understand the strategies being adopted by the school to enable this coherent and balanced partnership. The methodology used for data collection was qualitative, consisting of semi-structured interviews in the interviewer-interviewee format with the teachers named by P1 and P2 from a municipal school located in the Frexeiras district of the municipality of Escada. This research is based on Saraiva (2022), Oliveira (2022), Silva (2023), Feitosa (2022), Santos and Garbossa (2023), Horta (2022), Pains (2020), and Leite, Silva, and Pereira (2021). The results indicate that family-school interaction contributes to the teaching and learning process and fosters a dynamic and collaborative environment, facilitating learning. The two must work together. The conclusion suggests that, as the first social group a child interacts with during their school life, the family plays a crucial role in building good self-esteem, autonomy, and knowledge, as well as in developing critical and reflective individuals, consolidating the quality of education.