Until before the pandemic, the general norm accounted for a relationship marked by the Difficulty finding a space for dialogue, as a result of various factors: mutual reproaches, linked to the invasive demands of families or, on the contrary, apathy crystallized in the image of the boys’ storage school. The role of teachers and the days of unemployment were part of the folklore that resurfaced every year before the start of classes or the first conflict. It seemed that we had lost the north of a truly strategic relationship.
The tragedy we experienced gave us back our compass, when we verified the virtues of both and how crucial it was to have a harmonious and cooperative relationship. The families revalued the teaching role, when they verified that teaching is not an easy task and that it is necessary to be prepared for it. The teachers also verified the benefits that children whose families were able to give them support had, especially emotionally.
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For a moment, family and school fell in love again
From that love, a movement arose that managed to open the classrooms, against the entire state machinery. And as in life, after that magical moment, we need to strengthen the relationship to give it solidity and a common life project. And at the center of that project, are boys, the most precious thing a family has; and the reason for being of the school, with a complementary but central mission for the development of each of them.
In this new opportunity that is presented to us, it is good to remember those aspects that unite us and on which we can strengthen ties.
- The values that necessarily must be shared and sustained by both institutions. Hence the importance of choosing the school. And the right that assists us as parents to choose it conscientiously, among the range of proposals that the system offers. That is why it is so important to remember that our legislation enshrines this right, and, therefore, confessional and philosophical proposals of all kinds are within the framework of choice that we must uphold and defend, because they constitute the public offer, anchored in constitutional law. The false dichotomy between private and public, Associated with the mandate to consider the school as an exclusively social institution, it is only functional for those who seek to impose a single thought, since it attributes to the State a right that is exclusive to the family, as the primary educator. The universality of access to education is not opposed to freedom of conscience, and to the need to guarantee that this right is fulfilled, especially among families with fewer resources.
- The cooperation of both allowed to start a broader and deeper dialogue, as we have seen within the space of Families for Education; respectful of the scope of action of each one; but that, without a doubt, contributes to putting issues on the agenda that question some educational policy decisions that have a serious and negative impact on the present and future of our children. The National Meeting of Families for Educationwhich this year will take place in Rosario between September 30 and October 2, is a step forward to continue growing together, positively in the certainty that the alliance between Family and School is the pillar of the recovery of the values that they made our country great, and the best ethical capital that we can leave to our children.
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María Cristina Gómez is director of the Innovative Educators network.
How to strengthen the family and school alliance