Família, ensino e aprendizagens de história : reflexões sobre aspectos do cotidiano escolar e os desafios do docente

Abstract

This study aims to analyze students’ perceptions of family participation in the teaching and learning process of History at Colégio Estadual Mondial. It is based on the understanding that students’ educational development and historical awareness are influenced by sociocultural factors beyond the school environment, particularly family support and everyday cultural experiences. The research is grounded in Pierre Bourdieu’s concept of cultural capital and Circe Bittencourt’s contributions to History teaching. A qualitative and quantitative approach is adopted through structured questionnaires applied to first-year high school students and the History teacher. The study seeks to contribute to reflections on the relationship between family, school, and History teaching in socially vulnerable contexts.