摘要：Au Portugal, la famille est perçue comme un valeur central a qui a été toujours déléguée la responsabilité presque exclusive de léducation des petits enfants. Le développement socio-économique et culturel, avec tous les changements quil a produit, notamment au niveau des structures familiales et des perspectives éducatives, a introduit la problématique de léducation comme une action publique qui doit être prise en compte par les divers agents éducatives. Dans ce texte, on commence a partir dune brève analyse historique sur les fondements de cette interaction, en focalisant progressivement quelques unes des questions actuelles de cette même problématique, telle que la gestion de pouvoir entre éléments qui se définissent comme partenaires, le devellopment de linstitutionnalisation et la participation des enfants dans les procès éducatives. Dans cette perspective, a partir de lanalyse sur linvestigation développée par le IEC Universidade do Minho, chargée de léducation de lenfant et de lenseignement élémentaire 1º cycle on cherchera a présenter quelques lignes conductrices et a partir de celles la soulever de nouvelles questions génératrices de reflections et dactions autour du même sujet.
其他摘要：The family in Portugal has always been a central value. In general terms, childrens education was almost granted by family unit. The socio-economicalcultural development produced multiple changes, which principally affected the familys structure level and education perspectives; it brought the problematic of education as a public action, to be promoted by the various educative agents. This passage from private worlds education to the public one had significant progresses but also backward steps, mainly because of the difficulties of each group to take certain position and the questions about advantages on educations continuity for children, parents and teachers. Hence the importance of the interaction between school-family gained space in different spheres, such as educative experiences, legislative terms or either in research development and scientific credibility. The aim of this article is to give a brief historical analysis about school-family interaction, gradually focused in some specific questions related to this topic, such as powers manage between elements which define themselves as co-workers: the institutional development and the participation of children in collaborative process. In this perspective, taking into account a scientific research developed in Instituto de Estudos da Criança (IEC) University of Minho, located in the field of childhood and primary education 1st. Level, we will try to present some of the main points that have been encountered and to raise new questions to reflect and act in this area.
