Abstract

The following article’s main goal is to present some theoretical elements related to role of participation in education, in order to challenge the illusion regarding the fake participation that is exercised in educational spaces. The flow/direction of the argument will be one that revises the views of some authors as a way to distinguish between real and democratic participation, and from what we have called “fake participation”. We will follow the patterns of participation in educational contexts, as well as family participation in these same contexts.