<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062016000200232</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol26.n52.p232-246</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A relação família-escola como alvo das atuais políticas públicas educacionais: uma discussão necessária]]></article-title>
<article-title xml:lang="en"><![CDATA[The family-school relation as aim of current educational policies: a necessary discussion]]></article-title>
<article-title xml:lang="es"><![CDATA[La relación familia-escuela como un objetivo de las políticas educativas actuales: un debate necesario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrarotto]]></surname>
<given-names><![CDATA[Luana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malavasi]]></surname>
<given-names><![CDATA[Maria Marcia Sigrist]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>26</volume>
<numero>52</numero>
<fpage>232</fpage>
<lpage>246</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062016000200232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062016000200232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062016000200232&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo discute a rela&#231;&#227;o fam&#237;lia-escola enquanto alvo das atuais pol&#237;ticas p&#250;blicas educacionais, utilizando como metodologia a pesquisa bibliogr&#225;fica da &#225;rea. Analisando tanto o Plano Nacional de Educa&#231;&#227;o quanto o Compromisso Todos pela Educa&#231;&#227;o, percebe-se a rela&#231;&#227;o fam&#237;lia-escola como uma vertente de "m&#227;o &#250;nica" j&#225; que atribui &#224;s fam&#237;lias, apenas, a fun&#231;&#227;o de acompanhar os eventos escolares e as tarefas de casa. Nesse contexto, a concep&#231;&#227;o de qualidade educacional vincula-se, restritamente, aos resultados das avalia&#231;&#245;es externas e os pais s&#227;o chamados a participar, inclusive esperando deles a cobran&#231;a de melhorias em rela&#231;&#227;o &#224;s escolas sem a necess&#225;ria an&#225;lise das condi&#231;&#245;es e da realidade institucional. Sabe-se que o discurso de aproxima&#231;&#227;o entre fam&#237;lia e escola &#233; defendido pelos educadores, no entanto, deve-se reconhecer que tal discurso foi ressignificado pelas pol&#237;ticas p&#250;blicas educacionais em curso e se distancia da cumplicidade entre fam&#237;lia-escola ancorada na confian&#231;a e na partilha solid&#225;ria de fun&#231;&#245;es com pactos estabelecidos para bem da comunidade escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper discusses the family-school relationship as a target of the current educational policies, using as methodology, literature in this the area. Analyzing both the National Plan for Education and the All for Education Commitment, it is clear to notice that the family-school relationship is a "one-way" element since it is assigned to families only the task of monitoring the school activities and homework assignments. In this context, the concept of educational quality is linked, strictly, to the results of external evaluations, and parents are invited to participate, including expecting them to suggest improvements to schools without the necessary analysis of the conditions and institutional reality. It is known that the speech about the approach between family and school is defended by educators, however, it must be recognized that such speech was reframed by the current policies and is far from the complicity between school-family anchored on trust and solidarity sharing of the functions with established for the good of the school community.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este art&#237;culo se analiza la relaci&#243;n familia-escuela como un objetivo de las pol&#237;ticas educativas actuales, utilizando como metodolog&#237;a de la literatura de la zona. Analizando tanto el Plan Nacional de Educaci&#243;n y el Compromiso Todos por la Educaci&#243;n, vemos la relaci&#243;n familia-escuela como un elemento de "una sola v&#237;a", ya que concede a las familias solamente, la tarea de supervisar las actividades de la escuela y las tareas escolares. En este contexto, el concepto de calidad educativa se vincula, en sentido estricto, se invita a los resultados de las evaluaciones externas y los padres a participar, incluyendo la espera de ellas la colecci&#243;n de mejoras en comparaci&#243;n con escuelas sin el an&#225;lisis necesario de las condiciones y la realidad institucional. Se sabe que el enfoque del discurso entre la familia y la escuela es defendida por los educadores, sin embargo, hay que reconocer que tal discurso fue reformulado por las pol&#237;ticas p&#250;blicas educativas en curso y est&#225; lejos de la complicidad entre la escuela-familia anclada en la confianza y el intercambio funciones de apoyo con los convenios establecidos por el bien de la comunidad escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Família e Escola]]></kwd>
<kwd lng="pt"><![CDATA[Participação]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="en"><![CDATA[Family and School]]></kwd>
<kwd lng="en"><![CDATA[Participation]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="es"><![CDATA[Familia y Escuela]]></kwd>
<kwd lng="es"><![CDATA[Participación]]></kwd>
<kwd lng="es"><![CDATA[Políticas Educativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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