Relação Família e Escola: Entre os limites e as possibilidades.

Abstract

This bibliographic study aims to understand the relationship between family and school, analyzing the limits and possibilities of this partnership, with emphasis on the role of the pedagogue as a mediator in this process. The research discusses the concept of family, its various configurations, and the social function of the school, highlighting the interdependence between these two fundamental institutions for the students’ integral development. It seeks to address the increasing lack of family participation in school activities and the importance of the pedagogue’s role in fostering dialogue between school and family. The study emphasizes that academic success does not depend solely on either institution, but on the articulation of multiple social, economic, cultural, and emotional factors. Pedagogical mediation is presented as an effective strategy to promote family involvement, resolve conflicts, and strengthen affective and educational bonds. In this context, the pedagogue is seen as a transforming agent, responsible for fostering listening, empathy, and mutual respect among all educational actors. The study also reinforces the importance of ongoing professional development for educators, preparing them not only to teach, but also to mediate, support, and guide. Recognizing the value of family participation in the school's pedagogical project and the school as a space for coexistence and citizenship is essential for building a more inclusive, democratic, and humanizing education. Finally, the research highlights that strengthening the family-school relationship is a collective, continuous, and ethical task, essential for transforming the school environment into a space that is more sensitive to family realities and committed to the full development of students. Keywords: Mediating pedagogue, family, school.