A relação familia-escola no processo de alfabetização de crianças

Abstract

This present work was intended to reveal how the family has been interfering in the child's school learning process, especially with a focus on reading and in writing. For this, it was structured in the following objectives: the objective general sought to investigate, from the literature and through interviews, how the family can interfere with the child's school learning process in the life cycle. literacy and specific objectives intended to identify the context economic and social status of children who have difficulties in acquiring reading and writing and understand the role of the family in the child's life in the current context in general. In order to theoretically validate this research, it was based on the contributions of Prado (1981), Rizzo (2002), Soares (2011), Teberosky (2003), Oliveira (2001), Freire (1996) among others. the work was structured through the qualitative perspective based on Minayo (1998), as well as well as bibliographic research. The results showed that there is still a long way to go to that there is a true partnership between the family and the school in the search for a quality school learning for children. And in the interviews it was evidenced that the parents, most of the time, put the responsibility of the school education only on the educators, and the school, in a way, also blames them, or responsible, for possible difficulties detected in the learning process the acquisition of reading and writing by children, especially in the lower classes.