Designing the school­family alliance from an inclusive and sustainable perspective: an operational proposal

Abstract

The construction of the pedagogical alliance between school and family represents a central aspect of any inclusive practice that wishes to favour the accessibility of all students to places of life and that is oriented towards guaranteeing a fair and quality education. There emerges, therefore, the need to design the school-family relationship starting from a reference structure that acts as a progressive and organised framework. The aim of this paper is to review some interpretative models for the construction of such an alliance with the ultimate aim of sharing of an operational proposal.