SENSITIVE LISTENING AS A STRATEGY FOR STRENGTHENING THE SCHOOL-FAMILY PARTNERSHIP IN CONTEXTS OF SOCIAL VULNERABILITY IN BRAZIL

Abstract

This academic work proposes an investigation that, based on bibliographic and documentary review, seeks to understand how sensitive listening can strengthen the partnership between school and family in contexts of social vulnerability in Brazil. The central question guiding the study is: How can sensitive listening strengthen the partnership between school and family in contexts of social vulnerability in Brazil? Through the systematic consultation of scientific literature (articles, dissertations, and theses) and the content analysis of normative educational documents (public policies, curricular guidelines, and regulations of the Ministry of Education), the study investigates the conditions that perpetuate the logic of mutual blame between school and family and examines how sensitive listening can operate as a transformative practice in these relationships. The work articulates three analytical axes: the diagnosis of relational barriers in contexts of vulnerability, the exploration of sensitive listening as a humanizing methodology, and the normative frameworks that support or should support this practice. The results indicate that, although legislation formally guarantees family participation, there is a persistent gap in the operationalization of these norms, with sensitive listening being an essential way to overcome the culture of blame and promote the democratization of the school environment. It is hoped that the results will contribute to informing policies and pedagogical practices that promote a solid, respectful, and effective alliance between school and family.