Collective and Individual Protagonism of Parents in Public Schools

Abstract

This study presents the collective and individual protagonism of parents in the participation and responsibility in public activities. This research shows significance in gender, since there is higher participation of male parents due to the physical effort in community and school activities, as well as collective protagonism in pedagogical and organization activities of public schools to improve education. In this sense, the protagonist role of parents both collectively and individually is the generation of values in the organization and institutionalization in the public school. A non-experimental design, with a basic quantitative approach at a correlational cross-sectional level was used. In the first stage, an analysis of the parents ́ role’s factors in the school in the protagonism of their actions in the educational school was carried out. In the second, the results show different conditions intervening in the dynamics, among which the socioeconomic situation of parents in participation and responsibility in school activities excel.