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The relevance of democratic, co-responsible and collaborative relationships has been widely acknowledged, but to a lesser extent in rural areas. Educational institutions in this type of context have a special peculiarity that has repercussions on the different parameters of education in the 21st century, among them, the relationship between family and school. From an empirical, descriptive, quantitative approach, the representations of parents with respect to the relationship they maintain with schools in the multicultural rural context of the Region of Murcia are analysed. The questionnaire "Assessment of the involvement of families in their children's education. Questionnaire to families" which was filled in by 1478 families (14.1% parents; 51.5% mothers; 27.5% both) living in rural areas. The results show a significant presence of higher participation in Primary Education which is drastically reduced in Secondary Education; parents with children who have repeated grades are less involved in school life than those whose children have not repeated grades; and higher academic achievement is associated with an increase in parental involvement in the school. Emphasis is placed on the need for family accompaniment in the educational transition from Primary to Secondary Education in order not to reduce their involvement and, in addition, to provide more continuous feedback on the academic status of students in order to emphasize the importance of family participation and involvement in solving the deficiencies in this regard. [ABSTRACT FROM AUTHOR]

This article aims at demonstrating the existing relationship between internal family dynamics and some elements that make up an appropriate environment to educate individuals in citizen skills: authority, limits, rules, and roles. The method used is the interpretive or historical-hermeneutical paradigm, with a qualitative approach. Strategy is documentary and bibliographic and content sheets are employed as privileged instruments to collect data. For the analysis, a category matrix was used. It is concluded that the studied elements of family dynamics constitute a determining environment to develop citizen skills that define civic behaviors. [ABSTRACT FROM AUTHOR]