Learning from the perspective of teachers: a study from family and school relationships

Abstract

The proposition of actions that can be developed in the schools for better integration between school and family aims at obtaining relevant
learning and full development of the human being. For this purpose, the clarification and further analysis of issues addressing the child's learning, childhood's conceptions, school’s educative function and the distinction between the respective roles of school and family, historical and organization of the Brazilian families and of the world families, contribute for the opening and expansion of the family effective involvement in the school. This paper argues that the representations of educators from a municipal public education system on the
importance of family participation in the children educational process, showing that schools do not carry out sufficient and effective activities to bring family to school. The family participation in learning can also be defined in the monitoring of school tasks, in learning evaluation and attendance, when requested or in special events. The educators' belief in the idea that the children's success in school is directly related to the family effective participation is a fact that by itself points to the need to promote an innovation in the relationship between school and family.