The comprehensive education needs of the joint work of different social actors, including family, whose cooperation is essential to promote the integral development of children, adolescents and youth. To this end, family members should collaborate with the planning, management and even the pedagogical practices of the school, which, in turn, must create spaces and channels that enable this participation.
Engaging family members in this challenge means not only ensuring greater quality and effectiveness of the actions promoted within the school, but also ensuring that students are immersed in a permanent educational process, even when they leave school.
In this perspective, with the aim of stimulating the participation of families in schools and in the discussion on Integral Education, more than 50 specialists (organizations and individuals) in the theme * indicate the following recommendations to schools, families and public management:
The family contributes to integral education when:
It helps build bridges between what happens within the school and the students’ identity, context and daily life, focusing on their integral development.
It collaborates with the accomplishment of participative diagnoses and mapping of educational resources of the community, to support the school to know better the territory and to use its assets in the process of integral education.
It acts as protagonist of educational processes , sharing its knowledge, supporting the teachers in the conduction of activities, relating the academic contents with the local culture.
It carries out campaigns to broaden the understanding and motivate the school community , including other families, to carry out the school’s integral education project.
It mobilizes resources or partners to enable the actions of integral education, including via articulation with public services, equipment and local organizations.
It contributes to improving the relationship between teachers and students, stimulating respect and care in the school environment.
It integrates the instances of school participation , such as school-community committees, school councils, parents ‘and teachers’ associations, work committees, etc.
The school promotes family involvement when:
It recognizes the family as a constituent part of the school community and as the main partner of the school in the integral development of students.
He knows the families of his students, understands their characteristics and reality , even discussing with the new family arrangements.
It helps families understand and contribute in a more qualified way to ensure a quality education for their children and adolescents.
Creates listening channels to listen to the family about what she expects from the school and how she can add ideas and knowledge to the whole education process.
In the Experimental Gymnasium of New Educational Technologies (Gente), of the municipal secretary of Rio de Janeiro, an instrument of pedagogical accompaniment was created involving the families. As it was not possible to guarantee the methodology for all the students, the work was done primarily with students who did not reach the expected or who stagnated in the academic evolution. In it, the student’s academic assessment combined three distinct readings on the results and indexes in the tests and indicators measured by the school (participation, frequency): reading the school, reading the student and reading the family.
Communicates regularly and effectively with the families, using a friendly language that makes the family feel apt and legitimized to contribute to the management and pedagogical practices of the school.
It offers different opportunities for participation so that each family finds viable means of contributing, even if at a distance or in a timely manner.
It ensures the participation of families in the pedagogical planning of the school, including through joint commissions involving representatives of the entire school community.
It creates and / or strengthens instances of involvement involving families, such as school-community articulation committees, school councils, parent-teacher associations, work committees, etc.
It elaborates a curriculum that foresees the participation of family as mediators of educational activities , always in support to the teachers.
It builds mechanisms so that families can follow the evolution of the integral development of their children and young people.
It articulates with local organizations able to contribute to the mobilization and engagement of families.
“In Nova Iguaçu, the mothers supported the legitimacy of the school in the community, reaching ways to mobilize other actors. It extends the possibility of integration with other people and spaces of the community, “ Maria Antônia Goulart, Secretary of Education in Nova Iguaçu (RJ) in the management 2005-2010 and responsible for the creation of the neighborhood-school Nova Iguaçu .
Promotes spaces and actions that favor socialization among family, educators, students and the local population, including opening the school for community activities.
It also offers training opportunities for family members, such as vocational and language courses, to strengthen their engagement with the school.
Watch the lecture by Rosângela Alves, one of the persons responsible for the Family Guidance project , Fundação Itaú Social and CIEDS in partnership with the municipal education network of Rio de Janeiro.