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Abstract
The research INCLUD-ED, Strategies for Inclusion and Social Cohesion in Europe from Education (2006–11) identified several forms of family participation that contribute to the improvement of school performance and living together in schools: participation in decision-making processes, participation in the evaluation of educational processes and participation in educational activities addressed to the students and their families. This article aims to present these forms of family participation studying in depth family education from a transformative approach. Finally, it describes the functioning of one of the actions on family education that is having relevant impact into education: the dialogic literary gatherings.