Educating goes beyond the simplicity of the systematic teaching and learning process. The act of educating has its foundations in the transmission of customs, habits, values and norms that are in force in the community in which we operate, exemplified with understanding and moderation in family life.
Modern society makes explicit that education should not be conservative, allowing the opening of all borders for the exercise of discovery, by the child. Liberal education does not translate in its context of immediate application, references of support and security for the child who manages to identify in the family daily life, the trust and support indispensable for growth.
Such uncertainty of values may reflect behavior that signals frustration and suffering. On the other hand, controlling education does not provide the child with independence, impeding the explosion of creativity and initiative, making it impossible to perform the capacity for curricular activities, making him dependent on the action of parents.
A healthy family environment indicates children with steady growth because they provide the child and adolescent with emotional support and support, allowing choices that develop the capacity and awareness of responsible independence, and the security duly established by the interaction of exchange and credibility, signed by activity between
parents and children.
External factors influence the composition of this relationship, especially with regard to the growing expectation of parents in relation to their children. The rhythm of learning, specific to the intellectual personality, as well as the psychosocial behavior, specific to each individual, are reflected in the design established by the parents, considering that each child is a unique universe, thus determining the different types of relationships that exist in the domestic environment.
By dedicating themselves to the practice of dialogue with their children, parents solidify the bonds of friendship and trustworthiness, which are fundamental to strengthen the relationship, understanding the time frame characteristic of each period of growth and development, as described by Vygotsky (2016).
The behavioral extremes present in contemporary parental relationships end up delineating behavioral disorders often seen through excessive shyness, exacerbated aggression, absence of limits, sometimes indirectly encouraged by the erroneous response explained by the home authority, thus confusing the child’s understanding of what it concerns actions, fertile ground for pathological attitudes.
The child, when exercising the routine of tasks, as well as the adolescent who improves the power of argument making use of their opinions and desire, in a space of coexistence facilitates fruitful interweaving of generations and perceptions, ends up avoiding alien elements to the family interfere in this reconciliation established even in the Sacred Scriptures, in the book of Proverb, 22:06.
The experienced balance encourages the im- plementation of multitasking, thus avoiding lack of interest in studies, absence from teaching activities that so well represent some of the main obstacles to the progress of the learning process, which is essential for the constitution of the subject.
Trust, protection, sensitivity are undeniable characteristics of parents’ power to consolidate their children’s personality. The child, despite the young age, already knows the links of manipulation and negotiation that must be demarcated and prohibited when in excess.
Dialogue strengthens conviction, stimulates initiative and results in autonomous behavior. Notions of discipline and responsibility should guide the act of educating within the family so that the teaching process, fostered by social institutions that sprinkle social life, namely, the school, the church, the community, complement the foundation of man’s personality aware of their obligations and present in their rights.