A relação escola-família na educação infantil: perspectivas de coordenadoras/es pedagógicas/os.

Abstract

Both the school and the family make up two fundamental development contexts for children's experiences, and an important figure for the establishment and maintenance of the schoolfamily relationship are the pedagogical coordinators. Considering the legal and academic importance attributed to the school-family relationship, the present work sought to investigate the relationship between Early Childhood Education and the family, from the perspective of pedagogical coordinators. The research had an exploratory and qualitative approach in its methodology and included the participation of three pedagogical coordinators from an early childhood education institution in a municipality in the State of Minas Gerais-Brazil. A semistructured interview was used as a research instrument. To understand the data constructed in the research, transcriptions of the interviews were carried out and some categories of data analysis and discussion were listed, namely: the school-family relationship; the impact of the COVID-19 pandemic on the school-family relationship; pedagogical coordination with families. The qualitative analysis of the data indicated that, from the perspective of the participants, there were important movements in Early Childhood Education in establishing and strengthening bonds with families, and that the transitions resulting from the pandemic changed the ways in which school and family interact. communicate and relate, contributing to significant progress in terms of the use of technologies in the school context. They also showed that pedagogical coordination has been playing an important mediating role in the schoolfamily relationship. We hope that the research data can contribute to the process of building knowledge and practices that seek to improve the school-family relationship and the care offered to children in Brazilian daycare centers and preschools.