FAMILY AND SCHOOL: INDISPENSABLE PARTNERSHIPS IN THE CHILD’S EDUCATIONAL PROCESS

Abstract

In this academic work, the aim is to reflect on the emotional and family aspects involved in the education of children, based on the understanding that such issues manifest not only as organic alterations but also within interpersonal relationships and emotional processes established from the earliest bonds in childhood. This context poses a challenge for education professionals, who take on a comprehensive role by attributing essential responsibilities and partnerships to institutions—particularly schools and families—in the process of child development. The major contradiction lies in the fact that, within both the school and family spheres, expectations regarding education often fail to be mutually fulfilled, resulting in difficult dialogue that is, not infrequently, unproductive for both sides. Nevertheless, these institutions must assume their respective responsibilities in order to ensure that learning occurs within an educational framework oriented toward the ethical exercise of democracy and citizenship. This article aims to investigate, based on theoretical contributions, the role of the family and the school in children’s academic performance. To this end, a literature review was conducted to provide theoretical support for achieving the proposed objective. Regarding the findings, it was observed, among other aspects, that it is up to education professionals—especially teachers—to take the first step toward establishing an effective partnership between school and family. For this to occur, it is necessary to plan school meetings so that they are not merely “informative,” but also interactive and dynamic.