THE SCHOOL-FAMILY RELATIONSHIP IN THE TEACHING-LEARNING PROCESS: CHALLENGES AND POSSIBILITIES IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

The present study analyzes the importance of the School-Family relationship in students' learning. It adopts a qualitative approach, using the descriptive method and semi-structured interviews to understand the most effective strategies for bringing these two agents together. The subjects of the research were: Two teachers who work in the early years of Elementary School and two families. Theorists who supported the research: Lourdes (2014), Skymanski (2001), Marques (2002). The results indicate that the active participation of the family in school life contributes significantly to the integral development of the child. It is concluded that a child who actively receives support from the family will have more chances of success in his school life.