Family and school learning

Abstract

This research was intended to provide some understanding about family organization and its implications to the school process of children and teenagers who have learning troubles. The information were obtained through interviews with families chosen by the school. It made possible to investigate family relationships that lead to obvious learning difficulties. This study was based on the analysis of theoretical references on the subject. A great deal of research have been devoted to understand the reasons for children’s school failure along the time. Amidst the reasons pointed out by studies, one usually sees the influence of the social origin and the teacher’s educational practice on the children’s emotional and intellectual stimuli patterns. But the relationship between the family and the learning process do not appear clearly at those studies. Learning is connected to social action. Educational guidance is vital for people, both at educational institutions and within families. I think that learning and school performance depend first on the family interrelations and then on the relationship between teacher and student. If, in the past, schools and families had apparently unrelated goals, they now both begin to be seen as participants in the education process. Although different, they try to achieve complementary objectives.