Familia, escuela y comunidad en la reconstrucción del tejido social: Aprendizajes de una experiencia de participación educativa en Cotorra, Córdoba, Colombia

This article examines the contribution of the “School for the Family” program to social-fabric reconstruction by strengthening relationships among families, educational institutions, and community actors in six schools in Cotorra, Córdoba, Colombia. The manuscript derives from qualitative research conducted within a sociocritical paradigm and a participatory action research approach. The underlying study reports 90 participants: 12 school leaders, 24 teachers, 36 parents or caregivers, and 18 students aged 10–15. Data were collected through semi-structured interviews, focus groups, and participant observation, and analyzed thematically using NVivo 14 and triangulation. The analysis focuses on five themes: changes in school–home communication; recognition of families as educational agents; shared responsibility for academic and socioemotional support; connections with community networks; and institutional sustainability challenges. Findings reported in the source study point to more open communication, greater willingness among some families to participate, recognition of everyday knowledge, and links with local organizations. At the same time, irregular attendance, work and transportation constraints, technological limitations, and the need to embed the program in institutional planning remain challenges. The article argues that social fabric is not transformed simply by convening meetings, but by building lasting relationships based on trust, reciprocity, recognition, and participation in decision-making. Given the qualitative design, findings are treated as context-dependent rather than as causal proof or statistically generalizable results.