The schooling of parents and the alphabetization of students

Abstract

This article aims to identify the contribution of the level of schooling and participation of parents in the process of literacy of primary school students of a public school in Joinville/SC. The research has a descriptive approach, being chosen the case study as the research method. For data collection, questionnaires with mixed questions were sent to those responsible for the students of the 1st year of elementary school, as well as a survey of the hypothesis of writing with the students and asked the school institution for the pedagogical opinion of each one of them. Brazil (1988), Szymanski (2001), Parolin (2005), Picanço (2012) Soares (2001), Queiroz (2009), Galvão (2001), Nogueira (2009) and Bourdieu (2003) were mentioned for the theoretical discussion. With this study, it was possible to observe that the schooling and participation of parents reflect on the literacy process of primary school students, since the more committed the family is to the studies, the greater the child's learning. The data pointed out that students who are already in the process of understanding the alphabetic system have participatory parents, who encourage reading and writing practices. It is also maintained the idea that the greater the schooling of parents and their cultural heritage, the greater will be the investment in the study of their children, whose schooling is the best strategy to ensure them a good social position.