Family-school relationship in the rural context. Views from families

Abstract

The article presents the results of a research aimed at revealing the representations that parents have on the family-school relationship in the rural context of Quillón, Chile. Qualitative methodology is used, using in-depth interview. Twenty subjects are interviewed. Some results indicate that families give teachers a key part to establish a proper family-school relationship. This representation is based on the recognition of the bureaucratic nature of the school. How the family involvement is modelled is determined by the relevance assigned to the school success of their children. Indeed, moments, instances and ways in which families participate are related to the value assigned to them to enhance academic results.

Keywords

• familia
• escuela
• participación familiar
• educación rural