As contribuições da família na aprendizagem da criança em processo de alfabetização no Ensino Fundamental I

Abstract

The monographic work deals with the fundamental contributions of the family in the student's learning in the literacy process in the 1st year of Elementary School I. analyze how the family can contribute to the development of the child's learning in the literacy process Seeking to understand possible relationships between family and the literacy process of children in elementary school, how does the family's participation in the school life of children in the researched context happen? Understand to what extent the family can contribute to the children's literacy process and the relevance of the accompaniment of the family in the development of the student's learning in the literacy process is what we emphasize throughout the studies. The research is anchored in an exploratory qualitative approach that presents field research as data analysis. Through the production of data, we seek to apply interviews with semi-structured questions. The collaborators of the study were five representatives of the families of elementary school students and two active literacy teachers in a municipal school in the city of Amargosa, Bahia. The theoretical basis was composed of authors such as Emília Ferreiro and Ana Teberosky (1996), Vygotsky (1984), Magda Soares (2020), Andrade and Estrela (2016), these authors contributed by presenting overviews, presenting different theories and further enriching the work. The results reiterate that the participation of the family in the educational process of the children is significant, therefore, the partnership between the school and the family is indispensable Both contribute to a link that enhances and allows the child to develop the essential skills for an effective literacy process, according to the proposals achieved through reading and writing with autonomy, becoming critical citizens. We consider that, from the development of the research, the participation of the family in its greater bosom of complexity and new social conjunctures comes to favor the development of the child in the school space. We stressed on the occasion that The social structures of the family in the twenty-first century are based on the perspective of contemplating the advances of society and respecting our social and cultural diversity.