A Relação escola-família: discursos e enunciados em circulação nos cadernos escolares da primeira série do ensino fundamental – Naviraí/MS (1990-2006)

Abstract

This present study, inscribed in the research area of History of Education, Memory and Society, which is part of the Postgraduate Program in Education (PPGEdu) of the Federal University of Grande Dourados (UFGD), addressed as theme: the school-family. Three questions are complementary and supportive of the research: what are the speeches/statements the institutional records present in the school notebooks spread out about the school-family relationship in the education of students in the first grade of elementary school? How has the school-family relationship been built historically in line with national legislation and scientific production? How did the school established the possibilities and limits in the relationship with the family? It was established as a general objective to analyze “if” and “how” the schoolfamily relationship appears in the school notebooks of the students from the first grade of public elementary schools in the county of Naviraí/MS. It also seeks to understand how this dynamic works and the role played by these two institutions in relation, especially the school's action on families – the “government of the other.” To achieve the proposed objective, the research was based on a literature-based research. School notebooks are used as the main source of data for the research, within the time frame of 1990 to 2006. The problematization of the school-family relationship took place under the bias of the Foucauldian studies, in which we understand school and family as institutions of discourse, truth and the exercise of power-knowledge, as well as a space in which the constitution of the subject is the main element. In this sense, Michel Foucault's theoretical perspective was used together with scholars who thought about the school and this relationship. External discourse procedures were used in the analysis, called "interdiction", "separation/rejection" and "will to truth." The results of the analysis indicate that the school-family relationship has been fabricated in several official and pedagogical discourses that circulated and circulate in different times and historic spaces. They also point out that the school was constituted as an institution of powerknowledge that enters a discursive network of intertwined relationships. That shows through speeches and power relations. It was possible to observe, from the analysis of the data/information found in the school notebooks. The visibility of two statements intertwined and present in the extracted speeches, addressed to the families. These statements, "education is the responsibility of the school and the family" and "the student must adapt to the teaching", were analyzed based on four elements that characterize them: a referential, a subject, a field and a materiality. School practices located in the messages of the notes/data reflect the strategies of discipline and normalization of bodies, and the school has the privileged power of speech. Since it is inserted in a discursive field in which it is seen and represented as an institution of knowledge, while the family continues to follow the normalizations dictated by the school institution.