Interferências da relação família/escola no desempenho pedagógico e socioemocional dos estudantes do 2º. e do 3º. anos do ensino fundamental do Colégio Loyola

Abstract

This study aims to reflect on the impact of the family-school relationship on the academic and socio-emotional development of 2nd and 3rd grade students at Colégio Loyola in 2023 and 2024, respectively, considering each child's individual characteristics. The methodology employed was document analysis based on sampling. The study identified situations in which emotional factors – such as anxiety, insecurity, and difficulties in adaptation – directly affected academic achievement, underscoring the need for coordinated actions between school and family. It emphasizes the urgency of reaffirming education as a collective process and of redefining the roles and authority of both parents and teachers. As part of this effort, the study proposes strategies such as the creation of guidance groups for families. The findings highlight the importance of empathetic listening, ongoing dialogue between school and family, and the strengthening of relationships to support the holistic development of children – academically and socioemotionally – while fostering an effective partnership capable of responding more appropriately and sensitively to the challenges of contemporary education.