OUTSOURCING THE EDUCATIONAL FUNCTION: IMPACTS OF TRANSFERRING FAMILY RESPONSIBILITIES TO THE SCHOOL IN THE TEACHING-LEARNING PROCESS

Abstract

relationship between family and school constitutes one of the essential pillars in the process of an individual’s holistic development. However, in recent decades, there has been a growing trend of families shirking their educational responsibilities, transferring to schools and particularly to teachers tasks that exceed the pedagogical dimension. This phenomenon, defined in this study as the outsourcing of educational responsibilities, directly impacts the teaching learning process, institutional organization, and teachers’ emotional well being. This article aims to critically analyze the effects of transferring family responsibilities to schools, especially regarding academic performance, students’ socio-emotional development, and teacher workload. It is a qualitative, bibliographic study based on the works of Vygotsky, Bronfenbrenner, Bauman, Freire, Libâneo, and other theorists in Education and Human Sciences. The results indicate that weakening the family-school bond compromises learning, exacerbates behavioral problems, and highlights the urgent need to restore shared educational responsibility as a foundational principle for humanizing, inclusive, and effective education.