FAMILY PARTICIPATION AND COLLABORATIVE PRACTICES IN ELEMENTARY EDUCATION: A TEACHER TRAINING PROPOSAL

Abstract

This article aims to discuss family participation and collaborative practices in Elementary Education, based on the proposal of a continuing education program for teachers. It is grounded on the understanding that the relationship between school and family is a central element for students’ integral development, influencing both learning processes and the school climate. Methodologically, the study adopts a qualitative approach, developed through bibliographic research, based on scientific articles, books, dissertations, and official documents addressing school family relationships, collaborative practices, and teacher education. The analysis of the literature indicates that family participation, when built through dialogue and continuity, contributes to students’ engagement, improvement in behavior, and strengthening of their bond with the school. The results also reveal that the fragility of this relationship is largely associated with bureaucratic communication, the lack of a culture of participation, and insufficient teacher preparation to mediate this partnership. It is concluded that continuing teacher education is a fundamental strategy to promote collaborative practices and strengthen shared responsibility between school and family, fostering a more participatory and learning-oriented school environment.