Apontamentos sobre mediação familiar no processo de aprendizagem escolar: contribuições desde a perspectiva de autores da Psicologia.

Abstract

Family involvement in the teaching and learning process of children in elementary school, especially in the early years, has been a much-discussed topic in recent years. Based on this, the following questions arose: How does family mediation influence children's motivation and school performance? How are the stages of child development affected by family mediation? What strategies can be adopted to strengthen this relationship, promoting children's learning and overall development? In light of these questions, this study aimed to identify, through bibliographic research, the influences of family involvement in children's school life, as well as to understand how the engagement of guardians impacts students' motivation in relation to their studies. To address this topic, an exploratory approach was used, constructing a scientific analysis with the aim of investigating the subject from the perspective of psychology authors, accessing bibliographic research. In short, it was noted that the family, like the school, is an important ally in the construction of knowledge, not only social knowledge, but also scientific knowledge, since, through coexistence, it has the role of reinforcing knowledge, including that which was learned in the school environment. Therefore, it is clear when children are stimulated not only by school professionals, but also by their families. However, this issue still provokes much debate due to the reasons that can hinder this monitoring by parents and how much this relationship can impact a child's longterm development. This is because when children do not have a strong bond with their family, it can directly impact their learning through emotional fragility, feelings of rejection, low selfesteem, and anxiety.