Family and school in the age of contemporary educational policies: between inclusion and participatory management

Abstract

Contemporary educational policies have recognized the importance of family participation in school as a key element to strengthening educational processes and fostering students' integral development. In Colombia, various regulations promote the co-responsibility between family and school; however, social, cultural, and institutional barriers persist that hinder effective participation. This article aims to analyze the impact of contemporary educational policies on family participation in school, based on a documentary review of national and international research. The study is developed under a qualitative approach with documentary design, through the analysis of academic documents, normative and institutional reports related to the family-school relationship. The results show that, although educational policies recognize the importance of family participation, their implementation faces constraints related to socioeconomic inequalities, little teacher training in working with families and weaknesses in institutional mechanisms of participation. It is concluded that strengthening communication between family and school and promoting strategies of participatory educational management constitutes a fundamental element to advance towards an inclusive, equitable and quality education.