The interrelation between family and school: in focus the subject with high abilities/giftedness

Abstract

The relation between school and family has been highlighted in the last few years among the research in the education field encompassing, also, the studies involving families with children that are the target audience of special education. In this sense, this manuscript aims to understand how the interrelationship between family and school was established, highlighting positive aspects in this relationship and the weaknesses found in the face of the demands presented by children/students with high abilities/giftedness. The research is qualitative, and the type is study case, counting with the participation of 12 families. The data collection instrument was the Checklist of the Shared Routine and the Involvement between Family-school Parents’ Version (Dessen; Polonia, 2011). The instrument is composed of 55 questions divided into four categories in which, here, the category “Orientation” will be problematized and debated, through a qualitative analysis of this category, already pre-established by the authors of the instrument. The results indicated the fragility in the interrelation between school and family, denoting the necessity of creating effective strategies for that both institutions, school and family, narrow their interpersonal relations in a way that the dialogue between both of them be effective and productive for the development of the student/child with high abilities/giftedness. On the other hand, the analyzed data reveal greater autonomy of the families in the perception of the importance of offering, in their homes, a follow up of the school contents of the children with high abilities/giftedness. This monitoring proved itself to be necessary, both to stimulate the skills of these students and to overcome some deficits in areas which they did not master, because they were not their areas of interest.