LEARNING TO COMMUNICATE WITH FAMILIES IS A SKILL THAT CAN BE ACQUIRED, MAKING DIALOGUE BETWEEN SCHOOL AND FAMILY A COMPETENCY TO BE TAUGHT DURING TEACHER TRAINING

Abstract

This article analyzes how teacher education addresses dialogue with families, based on the premise that such mediation is a professional competency to be taught, rather than an individual talent. The relationship between school and family is discussed in light of Brazilian legislation and studies on social inequalities and teaching knowledge. The research employs a qualitative approach—consisting of a bibliographic and documentary review—carried out in two stages: the examination of books and scientific articles, and the analysis of educational laws and resolutions. The findings indicate that while legislation provides for cooperation between schools and families, practical preparation for this dialogue is largely absent from teacher training programs. Compounded by a lack of time within the workday and an excessive bureaucratic burden, these gaps often lead to improvised interactions, with student difficulties frequently attributed to a lack of interest on the part of families. The study concludes that teacher education must incorporate training in this form of mediation and that time allocated for planning must be respected.