THE FAMILY AND ITS CONTRIBUTIONS TO SCHOOL LEARNING IN CHILDHOOD EDUCATION: A CASE STUDY IN THE MUNICIPAL PUBLIC GRID OF FORTALEZA - CEARÁ

Abstract

ABSTRACT: This research is an excerpt from my master's dissertation at the Universidad Interamericana, so we have the support of two researchers in the field of education, for the production and fragmentation of the most relevant subjects for the construction of this article. The family is the first socialization space that takes place in childhood, based on the interactions, behavior patterns, values ​​and customs that will be transmitted for the development of the individual's personality. Therefore, the relevance of this work is to clarify educational issues based on the theme "The family and its contributions to school learning in Early Childhood Education: a case study in the municipal public network of Fortaleza - Ceará". The objective was to investigate the family's contributions to the school learning process in Early Childhood Education (hereinafter EI). The research was carried out in a public daycare center in the city of Fortaleza, Ceará, from January to December 2017. We are based on a literature review that deals with the theme, based on the methodology used through the Bibliographic Research and the theoretical and methodological framework in authors such as: Ariès (1973), Bock (2001), Kaloustian (2000), and with the studies of theorists like Jean Piaget. Subsequently, the second stage of the study occurred through the observation of a group of children in their school routine in order to relate their performance to the statements of the authors and researchers of this work. When investigating the information acquired in the research, it was possible to verify that children well assisted by families, and that they showed concern for their development, valuing and recognizing the importance of EI, were the ones that had the best results in their school learning process. Children with less incentive from family members showed discreet and gradual progress, perceived in the teachers' assessments. It was concluded that the family can influence, positively or negatively, the children's school learning process depending on their attitude towards them and the school institution.