O diretor de turma entre a escola burocrática e a lógica de aparência com a família

Abstract

The relationship between school and family has been the object of study by researchers in the last decades in search of consistent explanations for the improvement of this connection. The knowledge produced in the area of mediation between the school and the family is a reality, although scarce, and it is perceptible that we are in the presence of a complex and tense relationship with different realities and different ways of functioning and positioning. It is clear that educational success inevitably goes through a narrowing of the solid dual relationship between the most important institutions for the student: the school and the family. The school has chosen as the privileged mediator to make the connection between these two seemingly different "worlds", a figure that emerges in the need to effectively solve problems inherent in this problematic intersection, this element is the class director. As the head of one of the most prominent and fundamental intermediate leadership positions in the education system, the class director is the chosen element to narrow and design the best methodology in achieving a positive and effective relationship between these two organizations by imposing a competent and effective way to promote and not call into question the entire educational building. However, the school and the family have lived in the last years of their backs, with a deep gap between the two, where responsibilities must be shared, on the one hand, by the deficient way in which the school as an institution imposes and imposes a certain conditioning and rhythm on families, which they can not keep up with, away from the school space, instead of promoting strategies of approximation, becoming for the parents an unattractive place. It should be noted that it is the school, as a bureaucratic and legislative building that leaves no room or time for teachers to start quality work that can involve parents in their children's school. Parents feel uncomfortable, and there is a reasonable justification for moving away from the modus vivendi of their pupils. The family realizing that their action is not welcome in the universe of school life of their students, withdraws in their action of helping, leaving this task almost exclusively for the school and often producing a tense and problematic relationship with their children's school. It is in this field that the class director can intervene, serving as a fundamental element of balance. The work that we intend to develop in this study is to perceive and take significant steps in obtaining simple and effective answers that allow to identify the non-fat in the schedules of these structures where the student spends the most time of his life. In addition to the general reasons, the fact that the research is carried out as part of a postgraduate course in the PhD in Education and Behavior Sciences by the University of Vigo, which gives the project the assurance that the framework scientific and methodological support and guidance will be done with quality in the search for the best answers to this problem. On the other hand, the author's concrete experience and his intervention in the field of education as a teacher of mathematics and class director are an important motivational ingredient and the guarantee that will enhance the research in this field. This research work may be a simple breakthrough in a field where small breakthroughs may be central to the relationship between school and family, as Isaac Newton said, "what I know is a drop, which I do not know is an ocean." Right path and the right focus we can help to lighten the work of this intermediate leader by realizing the position of the "class director between the bureaucratic school and the logic of appearance with the family."