Ethnographing the family-school relationship. The case of a State School in Chillán City, Chile

Abstract

This article describes the family-school relationship from the perspective of teachers, parents and guardians of a state school in Chile. The family-school relationship channels recognized by the different stakeholders were identified, recognizing the meaning that each agent attributes to the periods of time and spaces of relationship and, finally, the social practices that account for the relationship between the stakeholders are described through a qualitative study, with the support of the ethnographic method, (educational micro ethnography). In conclusion, in the educational unit analyzed, different forms of relationship (multidimensional) are observed, evidencing actions that favor the increase of spaces and periods of relationship, highlighting an informative and unidirectional participation, and a clear necessity to update their instruments of institutional management, since the practice transcends what has been stated.