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According to Carvalho (2000). In Brazil, the family-school relationship has been little studied, although homework is also part of our educational tradition. In the case of middle-class public schools, it is assumed that its acceptance (mainly by parents) as a routine practice is associated with the fact that the daily and annual school day is perceived as short and insufficient for academic progress. In the case of public schools, it is recognised that the low levels of education and income of their clientele discourage both parental participation in school meetings and the adoption of homework.