ABSTRACT
The relationships between parents and teachers often appear as a peaceful coexistence based on a background of mutual suspicions. Kept apart from each other, both parties neutralise each other exchanging suspicious observations. In such a climate of cold war, direct confrontation is usually an exception but the idea of co-education in which the family and the school would be involved has become a dream. Because in disadvantaged contexts, parents use cultural references which are dissonant from those introduced at school by the teachers, the idea of coeducation may appear as a dangerous initiative knowing that parents and teachers are connected to different standards when they refer to well-being, development and learning in the best interest of the child. In this case, parents and teachers may generate open conflicts.
