STRENGTHENING THE FAMILY–SCHOOL BOND: STRATEGIES FOR HOLISTIC EDUCATION IN ELEMENTARY SCHOOL

Abstract

This article aimed to analyze the strategies adopted by elementary schools to strengthen ties with families, promoting a more integral and participatory education. Based on a qualitative bibliographic research, academic productions, educational legislation, and official documents addressing the importance of family participation in the school context were examined. The results show that although there are public policies encouraging this approach, structural, cultural, and communication barriers still hinder the construction of an effective school–family partnership. However, the literature points to possible paths, such as continued teacher training, investment in active listening channels, and valuing community knowledge. It is concluded that strengthening this bond does not depend solely on isolated actions, but on an institutional culture that recognizes the family as an educational subject and co-responsible for the students' learning process.