Interação Escola-Família: análise dos desafios e caminhos para a cooperação

Abstract

Based on a literature review, this paper aims to analyze issues related to the implications of the cooperative relationship between school and family in the integral development of the child. It starts from the observation that, historically, the Brazilian educational model still prioritizes the cognitive dimension to the detriment of social, affective and ethical aspects. It also proposes to identify and reflect on the actions that provide rapprochement between these two social institutions. Concepts about this relationship are explored through documentary and descriptive research, using qualitative methods, divided into sociological and educational approaches, presenting research on children and childhood and socializing spaces; also discussing the evolution, conceptualization and social function of both family and school; in addition, it reflects on the school-family relationship in its cooperative aspect, analyzing, then, family involvement in school, the conflicts that exist between parents and teachers and, finally, it deals with who is responsible for building this cooperative relationship. The research is based on authors such as Freire, Wallon, Bronfenbrenner and Durkheim, whose contributions allow us to reflect on the limits of a pedagogical practice focused on the transmission of content and the importance of co responsibility among educational agents. In this study, based on a qualitative and reflective approach, families and schools are irreplaceable partners who work together, share goals and recognize that through genuine and respectful collaboration, everyone involved (teachers, parents and students) wins, overcoming the logic of content and promoting a dialogical, sensitive and humanizing educational action.