Encontros e (des)encontros no sistema família-escola

Abstract

This qualitative research report aimed to make a systemic analysis of the relationship between school and families of children identified by teachers as having learning problems, in a municipal school in the city of Hortolândia (SP). Three teachers and five families of children identified by teachers as having learning difficulties participated of this research through semi-structured interviews. The interviews were audio-recorded and transcribed. It was performed a content analysis in order to analyze systemically the data obtained from the agreements and disagreements in the speech of teachers and the families. It was found that teachers and families are distant of the systemic thinking, accusations in the familyschool relationship and there are communication failures between these subsystems. Disagreements make family and school acting divergently, making a dysfunctional relationship.