出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：The practices of family-school relationships have been approached from different dimensions, namely parental expectations towards school, practices of relationship, parents associative movement, school mediators, legislative support of parents’ participation in the school context. References concerning children’s role in those practices are rare or practically nonexistent in Portugal. In fact, the short emphasis and recognition of children’s partaking as a subject of study, can be explained, on the one hand, by children's low visibility and role on social dynamics, and, on the other, due to the traditional view of school as a system where adults are the exclusive educators of children.
The present paper is constructed under a multidisciplinary basis, extended to the field of socio-educational studies and with a special contribution from Sociology of Education, Teachers Training and Sociology of Childhood.
In terms of empirical support we report to some life experiences based on an action research project. As a result of our reflection on concrete situations, we will try to uncover children’s effective participation in family’s relationship practices, as a way of promoting, developing or even hindering them. The present analysis leads us to raise several questions for future debate on children’s participation in different forums, always within an integrated/articulated perspective with the global society.
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