Abstract:
This paper talks about the importance of communicative interaction between family and school to enhance learning in a humanized and integrated way. Based on the experiences in the public school the understanding became visible that in this educational sphere, a lagging in the teaching-learning process of the students is becoming consolidated, and the concretization of social inequalities was also visible, which are intensified by the globalizing oppressive system. For this, in this research paper, a bibliographic theoretical review was carried out with a qualitative approach, in an investigative process, establishing a theoretical panorama, through dialog between authors such Descartes, Bentham and Bauman seeking the theoretical trajectory of the construction of modern thought which foments an excluding society; authors such as Bronfenbrenner, Libâneo and Alícia Fernández in the quest of understanding how learning happens or doesn’t happen, and finally suggest a proposal of dialog in light of the ideas of Cortella, Paulo Freire, Maturana, Varela and mainly, Habermas and his Theory of Communicative Action. The focus of this thesis was the communicative dialogical action between the family and the school as a possibility for a significant and transforming education, through the integrating communication between the sectors of the school community. The proposed strategy was that this interaction should be conducted by the educational director with the goal of integrating family and school and plan effective and coherent interventions, based on dialog and co-responsible action. With this there is an efficacious functioning of the school, thus improving the students’ learning and establishing the school as a space for human development and for the construction of knowledge. It was also observed that it is this space where there can be the promotion of the partnership between school and family in a co-responsible educational action and one of formation of persons which aim toward otherness and not toward individuality in the quest for the construction of a more just reality. Thus, the greater goal of the thesis paper was to verify which paths can be taken by the democratic and participative school management to establish a partnership with the family of the students, favoring a more human significant learning experience and a wholistic formation. The result is the comprehension of the reality for a humanized formation of people who are transformed and promote social interventions through dialog.
