DYNAMICS OF FAMILY PARTICIPATION AND SCHOOL LEARNING: QUALITATIVE ANALYSIS OF TEACHING PERCEPTIONS IN THE STATE PUBLIC NETWORK OF AMAZONAS

Abstract

This article analyzes teachers’ perceptions regarding the Family-school relationship within the context of public schooling, considering the normative, structural, and symbolic dimensions that permeate this interface. It is grounded in the recognition that family participation is widely advocated in educational policies; however, its implementation in everyday school life reveals challenges associated with social inequalities and institutional mediations. The objective is to understand how teachers interpret family participation in the teaching–learning process, seeking to identify the limits and possibilities of this articulation. A qualitative approach of a descriptive-analytical nature was adopted, using a questionnaire composed of open-ended questions and documentary analysis of institutional records. The data were examined through content analysis, enabling the construction of interpretative categories related to teachers’ understandings of participation, inequality, and pedagogical practices. The results indicate that, although teachers acknowledge the importance of family presence for students’ academic development, participation is still frequently associated with formal practices, such as attending meetings and monitoring academic performance. Socioeconomic factors that condition family involvement are also evident, as well as symbolic tensions that influence teachers representations. It is concluded that strengthening the family–school relationship requires dialogical and contextualized pedagogical strategies capable of moving beyond a merely normative perspective and promoting effective collaboration within the school environment.