Conference Program

Amidst social change and the growing fragility of educational roles, the relationship between schools and families is crucial for supporting the development of younger generations and strengthening the democratic nature of the school system. However, this relationship is not guaranteed. Rather, it is often marked by ambivalence. Alongside experiences of trust and collaboration, there are also communication difficulties, misunderstandings, and a sense of distance between teachers and parents.

In light of these challenges, it is crucial to reevaluate the ways in which families and schools interact and collaborate, creating new opportunities for dialogue. With this in mind, a research-training project was undertaken during the 2024/2025 academic year in a primary school belonging to a comprehensive institute in the province of Brescia.

Entitled “School and Family: Towards a Shared Educational Partnership”. the project involved first-grade teachers and parents. The project aimed to enable teachers and parents to get to know one another and collaborate using a co-design methodology, build a school-family relationship that informs educational choices and actions taken by parents and teachers alike, and support the children's growth and development in a positive way.

The project was introduced during a school assembly at the beginning of the academic year and was followed by bimonthly meetings between teachers and parents, as well as a final session in May. Teachers and parents worked together in groups to identify educational goals and define appropriate behaviors in response to emerging challenges.

The research team monitored the process by holding regular meetings with the teachers. During these sessions, the teachers received support through active methodologies and techniques such as the "Wall of Wonders," the "Educational Cultures Table," and "Spaces for Participation." These techniques were designed to foster mutual exchange and reflection. The final assembly provided an opportunity to evaluate the overall process.

This collaborative experience facilitated dialogue between the educational cultures of the school and the family. It allowed participants to experience educational coherence through shared commitments.

This paper aims to present the process activated through the research-training project, the methods and techniques employed, and the outcomes achieved.