Methodology for the pedagogical accompaniment to the primary teacher in family orientation

Abstract

The primary teacher, from his actions, transcends the school space by taking education to other contexts with which he interacts, such as the family. However, there are teachers who, for various reasons, do not play a guiding role in educating families in order to contribute to the comprehensive development of students, one of the causes that limit their performance for family guidance is found in insufficiencies in training professional. In this sense, the research addressed the issue of the professional training of the primary teacher for family orientation. A methodology dynamized by a method was proposed, aimed at training in the teacher the professional knowledge necessary to do family orientation. The objective of the article was aimed at socializing the results of the application of the methodology for the pedagogical accompaniment to the primary teacher in family orientation, from the school context. The study was developed from an explanatory descriptive scope, methods of the theoretical and empirical level were used, such as: historical-logical, analysis-synthesis, induction-deduction, as well as the research techniques: observation, interview, survey and evaluative scale, in addition, the methods of specialist criteria and experimentation in the field. The results of the partial insertion of the methodology in practice, revealed the development of the teacher for the performance of his guiding function in the education of the families of his students from the school institution. As conclusions, the value of pedagogical accompaniment is emphasized as a mediation process that favors the permanent formation of the primary teacher for the development of family orientation from the school context.