Relação família e escola e a contribuição do projeto professor diretor de turma

Abstract

This research investigates the relation between family and school, analyzing if the Teacher Director of the Class Project (PPDT) of the Francisco Holanda Montenero High School (EEMFHM), situated in the José de Alencar district, municipality of Iguatu, center-south region of Ceará, has contributed in an effective way to the integration of the family with the school. The public of this research is made up of teachers, management nucleus, parents, students of the 3rd year of high school of the EEMFHM of the year 2017. The sum of the public is 42 youth with their respective families, three directors of the class (DT) who have been with the class, other teachers, director and pedagogical coordinator. The project being studies has within its functions to promote access to the school community, bringing the family nearer to the school, creating a space for the effective participation of these families in daily school life, so that responsibility emerges, as a consequence. This co-responsibility among these institutions is necessary to build favorable means for learning, being fundamental that the family participate in an effective way in the school life of their children, complementing the work carried out by the school and establishing a trust relation with the referred institution so that the process of construction of knowledge take place in an efficacious way. For this, the research made use of bibliographic study, presenting reflections on the importance of an education which promotes an wholistic formation and integrated in the quest for promoting the effective participation of all the agents responsible for the teaching and learning process. Based on the nature and goal of this paper, the approach of the investigation was guided by a qualitative/quantitative research, making it possible to study the documents available in the institution and to use the information to quantify the collected data. In the documental analysis, one seeks to identify the pedagogical interventions and the possible contributions for the two institutions