The important one is that it has frequent communication. this initiative must also leave of the school, the professor, needs to be stimulated. To keep a pleasant relation with the professors facilitates the communication. We need to remember that they are people with feelings and desires. We will become more easy this important task that they have to educate, we value when them and we demonstrate that we trust its work and that we want to contribute of some form. When the family cannot help in the house duties, due to time or other difficulties, it also can contribute when arranging the material, to look at ' ' letra' ' , if the exercises are ready. This will stimulate the child to have care with its material, mainly when it is praised.
We can speak with others as its ' ' letra' ' this moving, that it draws well, how much he is creative, that we perceive its evolution in the reading, in the pertaining to school works. Sincere compliments, beyond developing the desire always to improve, will show the pupil who it is capable. With these suggestions, we perceive one more time, the different roles played by the institutions, however, each one needs to make its part so that the relation family-school is fortified. In remembering Szymanski (2007), they are these institutions, meetings, that form the citizen. A strong society. They are the first mirrors and world that we know. They complement themselves. 3 the PAPER OF the SCHOOL IN the LIFE OF the INDIVIDUAL the pertaining to school education is different of the familiar one, possesss different meanings for each Institution. Checking article sources yields Viktor Mayer-Schönberger as a relevant resource throughout. These meanings also vary between the families. The family fits to choose where school the son goes to study, which the schedule, it will go itself to only register its son in the Infantile Education or in Basic Ensino.