Da teoria à prática: estratégias para integrar a família ao planejamento curricular

This article aims to reflect on the integration of the family into curriculum planning in Early Childhood Education, understanding how this partnership can contribute to the development of children. The research adopted a qualitative approach, of a bibliographic and documentary nature, using dissertations, theses, scientific articles, and official documents published between 2001 and 2025 as sources. The results indicate that, despite the recognition of the importance of family participation in legal documents, such as the National Common Curriculum Base and the National Curriculum Guidelines for Early Childhood Education, this participation still occurs in a sporadic and limited way in most institutions. Studies point out that the family-school relationship is traversed by tensions, such as divergent expectations, unequal conditions of participation, and a hierarchical vision that places the school as the holder of knowledge. On the other hand, successful experiences demonstrate that, when there is genuine listening, flexibility of school times and spaces, and valuing of family knowledge, the partnership is strengthened and directly benefits children.