Indisciplina escolar, toma que o filho é teu

This article aimed to systematize scientific productions about school indiscipline and family involvement in the teaching-learning process. The study was based on a bibliographical review of publications from the last five years (2019 to 2023), using the descriptors ‘school indiscipline and family", totaling 29 (twenty-nine) articles from the Educa, Redalyc and Scielo databases. The qualitative analysis was carried out according to the approach proposed by Minayo (2010), with the results organized into three categories: school indiscipline and its developments, social role of school education and teachers, and school-family relationship. The theoretical analysis was based on authors such as Freire, Bourdieu, Passeron, Foucault and Saviani. In general terms, the articles reviewed addressed school strategies to deal with indiscipline and the role of the family in this context. It was concluded that socio-educational measures, partnerships between schools and social bodies as well as the continued training of teachers are crucial for building a favorable school environment. Furthermore, critical and dialogic pedagogy emerges as an approach that promotes participatory and equitable education, ensuring the representation of all institutions involved in the educational process.