Possibilidades e desafios da participação das famílias na escola pública: percepções de gestores e responsáveis

Abstract

The articulation between students' families and public schools, mediated by school administrators and teachers, constituted the central focus of this work due to the need to understand the factors that influence this relationship. The research aimed to analyze the articulation between family and school, identifying positive and negative factors that influence this relationship, with the intention of pointing out possible paths for strengthening the bonds between parents/guardians and educators. Relevant authors in education, provided the foundation for the research, contributing to the understanding of the responsibilities of school management in the process of participation and dialogue, as well as to reflection on the need for inclusive and democratic practices. The research was developed using a qualitative, exploratory approach, employing semi-structured questionnaires as a data collection instrument, as they allowed for the acquisition of descriptive and interpretive information from the perceptions of school administrators and parents/guardians of students in state public schools. Data analysis was carried out through the triangulation of information which, once articulated, could be categorized into five thematic categories. The analyses indicate that participants recognize the importance of the partnership between families and schools for students' educational journey, although family participation is still sporadic, generally linked to problem situations. The data suggest that factors such as lack of time, communication difficulties, and cultural distance are still perceived as barriers that compromise the family-school relationship. Based on these findings, a thematic booklet was developed, constructed from the analysis of perceptions, needs, and suggestions indicated by research participants through questionnaires, and validated in a focus group, bringing together suggestions for actionable pedagogical actions, seeking to guide the work of school management and promote collaborative practices. Strengthening the family-school relationship demands the joint implementation of intentional planning, active listening practices, and the construction of co-responsibility. Democratic management should be the central axis of the process and should therefore be strengthened in schools. It is noteworthy that the results presented point to avenues for new investigations and for the construction of more humane, equitable, and participatory educational practices.