This work aims at testing the relationship between family and school during the primary school. Although parents wish to take part into their children’s educational success, some of them cannot do it because of their job or other problems related to their family, or because they feel to be unsuitable, they think that education is a matter on which only the school and teachers have to work. On the other side, teachers complain about the absence of the families. These two different behaviors reveal that there is the idea of standard roles. In the interpersonal educational relationship, instead, the coming out from the “role” help to give a value to what it really is: an instrumental function to the education, an opportunity to improve the learner’s growth and education, functional to their real needs. A true “alliance school-family” is required, in which the relationships are strong, where the roles are well identified in order to achieve common educational targets. The work is based on four axis: “The educational relationship from the simple society to the complex society”; “The family in the new school system: pedagogical and normative aspects”; “Family and school: a relationship in search of wellness”; “The field research” addressed to a group of teachers and parents of two different primary schools using different types of questionnaires. The data collected have satisfied the starting research.
|Titolo:||The mirror and the trasparency: parents and teachers|
|Data di pubblicazione:||2013|
|Appare nelle tipologie:||04.01 Contributo in atti di convegno|