Resumo

MUNOZ RODRIGUEZ, Érika Paola. Interaction of Social Categories in the Family-School Relationship, How do They Favor or Hinder Participation?. Rev. latinoam. estud. educ. [online]. 2022, vol.52, n.3, pp.337-370.  Epub 05-Set-2022. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2022.52.3.519.

This article presents a research project in a public elementary school in the state of Tlaxcala, Mexico that interrogates the situated and contextualized ways in which social categories link in families-school relationship, that promote or hinder families’ participation with the schools and in support of the students’ learning. The research developed an intersectional approach and a hermeneutic phenomenological methodology, using semi-structured interviews and thematic analysis. The findings show that family involvement is related to the interaction between social categories like social class, family structure, occupation, scholarship, age, and gender. The social categories intersect favoring or hindering families’ participation in aspects such as the availability of time, cultural or social capital, access to technology, and self-confidence. It is concluded that the school promotes participation based on a homogeneous model that does not consider the families’ diversity. The article contributes to make visible the need to recognize families in their diversity, and thus deal with their inclusion in a more complex and effective way.

Palavras-chave : families-school relationship; families’ participation; intersectionality; Covid-19.

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