LA FAMILIA Y LA ESCUELA: UNA RELACIÓN DE COLABORACIÓN EN EL PROCESO DE ENSEÑANZA Y APRENDIZAJE EN LA EDUCACIÓN INFANTIL – UN ESTUDIO ESPECÍFICO EN UNA GUARDERÍA DEL MUNICIPIO DE SANTA CRUZ DO CAPIBARIBE, PERNAMBUCO

Resumen

This work is part of a Master’s research project in Educational Sciences at Universidad Del Sol (UNADES-PY). It reflects on the importance of the family-school relationship, positing that strengthening this bond can significantly contribute to a child's development. The study employed a descriptive, bibliographic methodology with a qualitative approach, involving the administration of two questionnaires—containing both open-ended and closed-ended questions—to the school’s leadership team, educators, and the children's parents. A total of 30 participants were involved: eight teachers, twenty parents, and two members of the leadership team (the director and the coordinator). Data collection was conducted empirically at a municipal early childhood education center in the city of Santa Cruz do Capibaribe, Pernambuco. Specifically, the study focused on the Nursery (*Berçário*), Toddler (*Maternalzinho*), and *Maternal I* and *II* classes during the on-site research. Data analysis and results were presented using graphs and tables, adhering to research ethics protocols; an Informed Consent Form (TCLE) and a Letter of Agreement (TA) were used to protect the study participants. The primary objective was to analyze the family-school relationship at an early childhood education institution in Santa Cruz do Capibaribe, PE. Specific objectives included investigating how the family-school relationship is established based on the perceptions of those involved and identifying the ways in which families participate. A particular focus was placed on reviewing the historical transformations of the family and school, emphasizing the evolution of the patriarchal family model. Consequently, the following guiding questions were selected: To what extent is the family fulfilling its social function? How is it involved in the children's education? What is the nature of the relationship between the daycare center and the family regarding the learning process? Could there be better coordination to involve family members, given the current disconnect—where the school blames parents for a lack of time and responsibility toward their children? In light of these observations, it is evident that new family arrangements have emerged, including separated parents, blended families, and grandparents raising their grandchildren. Furthermore, with the institutionalization of schools—where children receive full-day care—there is a need to improve engagement with families; parents often delegate the responsibility for their children's education to the school, thereby overburdening it with duties that should properly fall to the parents. Often, even basic hygiene—such as teeth brushing, nail trimming, and bathing—is neglected before the children arrive at school, disrupting the daily routine; parents drop off their children without communicating with teachers, and few attend when meetings are called. It is precisely because of this neglect that four guiding questions were selected to examine the family-school relationship within the context of an early childhood daycare center. From this perspective, the family is seen as the fundamental social unit for care, social interaction, autonomy, sustainability, and social agency, regardless of blood ties. Thus, the concept of the family has evolved over time, reflecting the family patterns dictated by society; as society matured and embraced changes that did not fit classical norms, the previously limited family model expanded, creating a need for social support. Thus, Lacan (1984, p. 13) argues that the family plays a central role in the transmission of culture; among all human groups, the family holds a primordial position, serving as the primary source of education—facilitating the repression of instincts and the acquisition of the language aptly named the "mother tongue." For this reason, the family is considered the oldest social institution created by humanity. Indeed, when human beings began to gather together to make life easier, they sought family ties to foster such grouping. The family is thus understood as a kinship-based group that creates a bond of affinity among those living together, leading them to protect one another through feelings of affection, care, and a sense of belonging; in contemporary times, the family has come to be understood as a subjective organization fundamental to the individual construction of happiness. This is particularly relevant given that, historically, family formation was driven by the need for subsistence, with mutual protection and security as its essential characteristics. It was this need for subsistence that regulated unions and the number of children (VENOSA, 2006). In this regard, the author insightfully states that “education alone does not have the power to transform social reality; it is merely an instrument for that to occur.” Therefore, “the school’s primary function is to project itself as an agency for socializing historically accumulated knowledge, aiming for social transformation through actions designed with clear objectives that contribute to that transformation” (SAVIANI, 2005, p. 12b). In light of this, Saviani (p. 69) warns us: “A pedagogy aligned with the interests of the people will value the school; it will not be indifferent to what happens inside it; it will be committed to the school functioning well; and, consequently, it will be interested in effective teaching methods.” However, the school—albeit more slowly and gradually—has sought to adapt to these societal changes alongside families, who observe transformations in education unfolding at a pace that lags far behind the rapid evolution of society itself. What we are witnessing today is a quest to foster a relationship between family and school that promotes greater efficiency in the education and instruction of children, particularly in early childhood settings. Above all, Article 29 of the LDB (Law of Directives and Bases of National Education) clarifies that: “Early childhood education, the first stage of basic education, aims at the integral development of children up to six years of age—covering physical, psychological, intellectual, and social aspects—thereby complementing the role of the family and the community” (BRAZIL, 1996). It is evident that for this union between family and school in early childhood education to succeed, the child requires a specific set of elements—including an environment that is calm, harmonious, caring, and filled with affection. Personal care is also essential, involving protection and, above all, open and frequent dialogue. Thus, the family also bears the responsibility of fostering a sense of security and positive relationships among its members, ensuring that the child's developmental process unfolds in the best possible way. According to the Statute of the Child and Adolescent (ECA)—specifically Article 4 (p. 68)—it is the duty of the family, the community, society at large, and public authorities to ensure, with absolute priority, the realization of rights regarding life, health, nutrition, education, sports, leisure, professional training, dignity, respect, freedom, and family and community life (BRASIL, 2002). We fully agree that the family’s role in this partnership with the school involves fulfilling its social function within the school community; recognizing and understanding this position (as a partner) is fundamental to critically and assertively analyzing what has been built and perpetuated over the years within the school environment. Furthermore, the school must acknowledge the family's voice and role regarding the student's teaching and learning within early childhood education as a whole. Paro (p. 30) also reinforces this relationship, stating that the school should seize every opportunity to interact with parents to share relevant information about its objectives, resources, challenges, and pedagogical matters. Only then will the family feel committed to improving the quality of the school and to their child's development as a human being (PARO, 2007). Moreover, we recognize that for a school to succeed in fostering student learning, the active participation of everyone involved in the teaching-learning process is essential—including the critical and democratic leadership of the school administrator, deep collaboration from parents, students who are aware of their role, and teachers, who are central to the school process. When the school community moves in the same direction, the school will achieve its desired success. Thus, Lück (2011) stated that: “it is important that participation be understood as a dynamic and interactive process that goes far beyond decision-making, as it is characterized by mutual support within the daily interactions of educational management” (p. 30). However, Tiba (2009) is clear: “students greatly improve their academic performance when parents are involved in their lives as students.” Furthermore, he takes a proactive stance, noting that: “a group of parents holds more influence and capacity for action—both with the school and, crucially, with their children—than individual parents acting alone” (p. 121). Therefore, school management should encourage this partnership; for high-quality school management to exist, there must be engagement and effective participation from all members of the school community. In this regard, it is believed that these two entities need to unite with a single objective: to educate and empower the child to face the obstacles that arise along the long journey of development and learning. When there is no partnership between school and family, both parties are weakened. Consequently, the absence of the family in the school setting leads to various problems in the children's teaching and learning process; conversely, when the school environment is poor, family dynamics are also affected. Nevertheless, it is evident that a closer relationship between school and family is possible, provided both fulfill their respective roles. Thus, it is clear that the school bears primary responsibility for promoting initiatives that encourage families to participate in their children's school lives. As an educational institution, the school must open its doors to families by organizing cultural activities, involving them in educational projects, and holding periodic meetings to inform them of their rights and duties as members of the school community. In conclusion, this study reveals that the relationship between family and school is valid only when grounded in mutual trust, respect, and acceptance. Only then can we achieve a cohesive society in which all stakeholders understand and fulfill their roles across all processes—especially the educational one—without neglecting the familial and social dimensions. It is also clear that parents are proactively aware of the importance of their role in their children's learning development; when they partner with the school, the experience fosters learning and growth for both parties. Ultimately, the institution (such as a daycare center) benefits greatly from this collaboration, as children require the full support of both the school and the family.