Actualment, s’han multiplicat les possibilitats d’acces al coneixement, a causa de factors de transformacio del marc social, com son el gran dinamisme en els canvis tecnologics i cientifics, entre d’altres. No obstant, alhora es posa en manifest la insuficiencia del sistema educatiu formal obligatori per a satisfer les necessitats educatives i formatives de la ciutadania del present. Es per aixo, que per afrontar les necessitats emergents, s’aposta com a mesura innovadora, crear vincles, establir connexions i una bona comunicacio amb tots els agents educatius. D’aquesta manera, cal una comunitat preparada on l’escola i la familia tinguin predisposicio a treballar per un mateix objectiu: oferir una resposta de qualitat a la diversitat, desenvolupar les competencies i capacitats que trobem a l’aula i vetllar per les necessitats de cadascun dels infants. Es per aixo, que aquest estudi presenta un analisi del model de relacio i participacio familiar en una escola de l’area metropolitana de Barcelona, a partir d’un focus group realitzat a l’equip de coordinacio i d’un questionari dissenyat per a les families del centre. A partir dels resultats obtinguts s’han detectat les necessitats i s’ha creat un pla d’intervencio destinat a les families i als mestres del nostre context, amb la finalitat de promoure una relacio de colJlaboracio entre la familia i l’escola, i per tal d’afavorir l’atencio a la diversitat i esdevenir una millora del proces d’ensenyament-aprenentatge significatiu i enriquidor pel nostre alumnat.

Currently, we have increased the possibilities of access to knowledge. Due to changes in the social framework, and the great dynamism in technological and scientific fields, among others. However, at the same time it reveals the inadequacy of the formal educational system which is required to meet the training and educational needs of the citizens of todays ever changing world. For this precise reason, to meet emerging needs, you need to be innovative,create links, establish connections and mantain good communication with all educational agents. In this way, there should be a community based on the school and the family having a willingness to work for the same goal: providing a quality response to diversity, developing the skills and capabilities that we find in the classroom and ensuring the needs of each and every child. Therefore, this study presents an analysis of the model of relationship and family participation in a specific context, from a focus group made to the coordination team and of a questionnaire designed for the families at the centre. Based on the obtained results, the needs have been detected and a plan has been created for the intervention of families and teachers in our context, in order to promote a relationship of collaboration between the family and the school. As well as, to encourage attention to diversity and an improvement of a meaningful and rewarding teachingKlearning process for our students.