Abstract

This article presents the results of an exploratory qualitative study conducted at a school in San Clemente, VII Region of Chile. Its purposes were to describe and understand parents’ perceptions of school meetings. The methodological design was a comprehensive interpretative approach. The data collection techniques were semi-structured interviews with rural mothers, constituting a total sample of eight subjects, defined through the snowball sampling technique. The semantic structural analysis model was used, as it intends to describe and interpret the deeper meaning of the interviewees’ discourses. Finally, there emerged a generalized view of the actors, which describes the elements of the meeting’s disposition by the parents, which contributes to the construction of the family-school partnership