CHALLENGES FACED IN THE FAMILY-SCHOOL RELATIONSHIP IN THE FIRST YEAR OF EARLY ELEMENTARY EDUCATION

Abstract

This study sought to investigate the challenges faced in the relationship between family and school in the 1st year of Elementary School. The research was conducted in a municipal school in a neighborhood far from the city center of Escada, serving the target audience from Early Childhood Education to the Initial Years of Elementary School, operating in both morning and afternoon shifts. A qualitative approach wasused through semi-structured interviews. The results indicate that teachers only reach their full potential when there is family support and monitoring. Through interviews with teachers (P1 and P2), challenges were identified such as the absence of families, who frequently do not understand their role in the learning process or avoid dialogue to escape responsibilities. The lack of limits at home can be reflected in rebellious behaviors and difficulties in socialization at school, impacting pedagogical performance. The absence of family support results in low performance, since the family-school relationship is a determining factor for the development and well-being of students. To corroborate the study, citations from theorists Ribeiro, Oliveira and Alves (2017, p.1), Tedesco (1998, p.96), Içami Tiba (2007, p.860), Piaget (2006, p.6), Pereira and Silva apud Carneiro (2010, p.43), Barbosa, apud Néreci, (1972, p.12), Fraiman (1997, p.41), Lopes (2002, p.03), emphasize the importance of partnership and the impacts of its absence.