Family participation in educational management

The Place of Parent-Teachers

Bibliographic Data

ID5867578
AuthorsGuilherme Alcântara (0000-0002-6489-5208, Universidade Federal de Minas Gerais), Tânia De Freitas R Resende (0000-0003-4275-7426, Universidade Federal de Minas Gerais)
Year2025
Volume41
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducar em Revista (JOURNAL)
Journal identifiersISSN: 0104-4060 • E-ISSN: 1984-0411
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1984-0411.96138-t
OpenAlexW4409910059
SCIELO_PIDS0104-40602025000102508
LanguageEN
References cited13

The article analyzes the interactions between parents and guardians participating in a public action proposed by family representatives in an Education Municipal Council (CME), which intended to increase this segment's participation in education democratic management. The theoretical framework encompassed sociological research on family-school relationships and ethnographic studies on participation processes. The study followed the action through the participant observation of CME sessions, in the events organized during public action, and during the Education Municipal Conference, the application of 130 questionnaires, four in-depth interviews, and countless informal conversations with managers and parents participating in the process. Although there is strong pressure for cooperation supported by the discourse of family-school partnership, parents have different views of education, values, attitudes, and interests. In this article, we specifically address a tension in the relationship between regular parents and parents who are also public school professionals (i.e., parent-teachers). This tension, conditioned by differences in class, race, gender, cultural, and professional capital, is related to differences in organizational position, visions, interests, and priorities. Furthermore, it is connected to the identity ambiguities of being both a parent and an education professional, as well as the status of the parents' movement in that context. This analysis can contribute to understanding better the ambiguities and challenges involved in family-school partnership proposals and parental participation in educational system management

Educational management · Pedagogy · Sociology · Diverse Education Studies and Reforms · Educational Practices and Policies · Parental Involvement in Education · Psychology

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Open DOIOpen Access