2020-11-192020-11-192014-08SANTOS, Graciete Costa dos; LOBATO, Vivian da Silva. Subsídios teóricos e reflexivos sobre a relação família-escola no contexto educacional brasileiro. Margens, online, v. 8, n. 11, p. 277-296, ago. 2014. DOI: http://dx.doi.org/10.18542/rmi.v8i11.3255. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/12854. Acesso em:.1982-5374https://repositorio.ufpa.br/handle/2011/12854This article entitled ‘Theoretical and Reflective Subsidies on Family-School Relationship in Brazilian Educational Context’, was drawn from academic inquiry, which triggered the search for reflections relevant to the themeof the work. To base their discussions aimed to work through this as follows: to analyze from theoretical context that involves the family-school relationship nowadays the Brazilian educational context. We chose to conduct a literature search, the dimension of which allowed readings could serve as bases for the construction of knowledge aimed at the focus of the work. Finally, the results indicated that the family-school relationship should be part of one of the guidelines that trigger pedagogical school, thus aiming to nurture the children, young people and adults participate actively in the learning process resulted from participation by the family school during school life.Acesso AbertoAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/EscolaFamíliaValoresAprendizagemSchoolFamilyValuesLearningArtigo de Periódico10.18542/rmi.v8i11.3255