Abstract:
The article presents a study conducted with parents, tutors and teachers from two municipal schools of basic education, situated in the region of Valparaíso in Chile, in order to investigate the obstacles that cause a low participation of parents/tutors in schools, with the purpose of creating proposals that facilitate the integration of parents/tutors with the educational center. The qualitative methodological approach, inspired in the interpretative paradigm, was used as a technique of data collection. In-depth interviews were applied to parents or tutors of students with poor academic performance and also to teachers. The conclusions indicate that, from the viewpoint of the parents/tutors, there is a lack of motivation for them to engage in the activities proposed by the school; consequently, their participation is low. Despite it, they describe keeping good relationships with teachers. From the perspective of teachers, there are reports on strategies employed by the school to involve parents and tutors in the school's work and on the need to set limits on the roles played by teachers and their consequent heavy workload.
Keywords:
family; school; teacher; learning; parents' participation