Homework and Relationship with Families in Full-Time School

Abstract This article discusses different concepts and practices about homework in schools that develop full-time education projects and analyzes the relationship between school and families in this new context. Questionnaires were sent to project coordinators and to class coordinators of 6- to 9-year-old students from 173 elementary schools in the metropolitan region of Belo Horizonte. Besides, case studies were performed in eight institutions. The results indicate the intensification of conflicts around homework and the division of educational work between family and school. They also signal the possibility of creating new agreements on this issue.