A relação escola-famílias como dynamis de uma prática social e pedagógica na educação básica

Historical and bibliographical study about the relationship between Families and School in the recent trajectory of Brazilian society.In order to understand the articulations between the two institutions of social practice, the research recovers the foundations of the economic and social history of the constitution of different and diverse conceptions of the Family and its articulations with the material, moral and ideological base of social formations.The central object of investigation, which inspires the search for sources, is circumscribed around the questions: what is the nature of the relationship between Families and School in today's society?How does the School understand its relationship with families?With the historical and political deconstruction of the bourgeois nuclear family -Christian, Victorian, patriarchal, monogamous, producer of children and reproducer of moral behavior and hegemonic sexual roles -how the current institutional plurality is conceived and the dignity of multicultural contemporary family formations asserted ?In the structural transformations of recent Brazilian society, resulting from the resumption of the rule of law (CF, 1988) and the resonances in Brazil of the struggles and movements claiming the era of rights, as the understanding of Schools, manifested through their constituent subjects, is presented -managers, coordinators, curricular public policies -about the identity and importance of families in the Education of Children, Adolescents and Youth processes?On the other hand, what are the active types of relationships between families and their sons and daughters in organic school experiences?This research is based on critical-dialectical epistemologies.In addition to the descriptive resumption, the research seeks to interpret two data collections on the Family-Schools relations carried out in two realities of municipal education systems, in Leme SP (2019) and Atibaia SP (2019), to superimpose a careful philosophical interpretation on these.educational.The main categories of the study are: the conception of education as omnilaterality, the political principle of Emancipation and the mediation of Human Rights

Deconstruction (building · Dignity · Diverse Education Studies and Reforms · Education Pedagogy and Practices · Social and Political Issues