EDUCATION AND BONDS: STRENGTHENING THE RELATIONSHIP BETWEEN SCHOOL AND FAMILY

Abstract

This article aimed to understand the conditions that favor the strengthening of the relationship between school and family, considering its relevance for the student's holistic development. The investigation was defined as a bibliographic study with a qualitative approach, based on the analysis of academic articles published between 2024 and 2025. The guiding question focused on how institutional practices can establish collaborative bonds between these two socializing entities. Three scientific texts were selected, which supported the construction of three thematic chapters: collaboration as a formative axis; contemporary obstacles to building such bonds; and integrative practices for school–family rapprochement. The analysis showed that effective family participation goes beyond attending formal events. It requires the recognition of non-school knowledge, the creation of listening spaces, and the appreciation of sociocultural diversity. Results also indicated that strengthening these ties depends on institutional mediation and structured public policies, capable of overcoming asymmetrical, stigmatizing, and exclusionary practices. The study concluded that the reinforcement of the school–family bond is essential for promoting equitable, democratic, and co-responsible education. As a future proposition, it recommended the expansion of empirical studies that include parental voices and the assessment of existing institutional practices.