Family–School Relationship in the Context of Pedagogy of Accompaniment

KEYWORDS: family–school relationship, educational partnership, pedagogy of accompaniment, Ignatian pedagogy; RESEARCH OBJECTIVE: The aim of these analyses is to identify the pedagogy of accompaniment as a context for the relationship between family and school. THE RESEARCH PROBLEM AND METHODS: The research problem is: How can the pedagogy of accompaniment serve as a background for parents’ and teachers’ relationships? In the reflection that has been done, a critical analysis of the research papers has been applied and the results of previous research in the field undertaken have been reviewed. THE PROCESS OF ARGUMENTATION: Selected viewpoints focusing on the family‑school re- lationship were reviewed and analysed. Particular focus is given to the model of Joyce L. Epstein. A general characteristic of pedagogy of accompaniment/Ignatian pedagogy, which has its roots in the educational tradition conducted by the Society of Jesus, is presented. An educational practice-oriented reflection on the possibility of using elements of the Ignatian tradition in building an educational partnership between parents and teachers is given. RESEARCH RESULTS: As a result of the analyses conducted, it was found that the most opti- mal solution for the family‑school relationship is an educational partnership that places the child/ student and his/her needs at the centre of the activities being undertaken, in which the perspective of pedagogy of accompaniment/Ignatian pedagogy can be helpful. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Ped- agogy of accompaniment/Ignatian pedagogy is a less known pedagogical approach. Its dissemi- nation makes it possible to broaden educational thinking and educational practice. It extends the options for educational actors to choose their own individual view of partnership and collaboration adapted to the capacities of the child/student and parents and teachers. It is a line of thinking that places the adult in a non‑directive, accompanying position, rather as an ‘invisible’ one which can give a different quality to the relationship between parents and teachers. https://zenodo.org/communities/letscare/records?q=&l=list&p=1&s=10&sort=newest