FAMILY-SCHOOL RELATIONSHIP IN THE EARLY YEARS OF ELEMENTARY SCHOOL: A SYSTEMATIC REVIEW ON COMMUNICATION, PARTICIPATION AND LEARNING SUPPORT

Abstract

This article presents a systematic literature review on the family-school relationship in the early years of Elementary School, focusing on forms of communication, participation and learning support. The problem guiding the review is to understand which forms of relationship, communication and partnership between family and school have been investigated at this stage and what effects, limits and conditions are associated with this relationship. The methodology adopted was a systematic literature review, of a bibliographic nature and qualitative approach, with thematic synthesis of the selected studies and documentation of the search and selection flow according to the PRISMA 2020 guidelines. The search was carried out in the SciELO database (Brazil collection), with descriptors in Portuguese, English and Spanish, from 2015 to 2026. More than 300 raw records were identified; after removing duplicates and applying inclusion and exclusion criteria, 11 studies composed the final corpus. The results show the predominance of studies that distinguish parental involvement from bidirectional partnership, the centrality of communication and homework in the family-school relationship, the association between family mobilization and school performance, and the persistence of socioeconomic, cultural, institutional and communicational barriers to participation. It is concluded that family participation is more productively understood as a relational construction, crossed by social, cultural and institutional conditions, than as a unilateral obligation.