The present volume proposes different international scientific contributions coming from professionals and researchers interested in teaching, learning and social interactions within a range of various educational settings. These scientific investigations, as well as professional experiences as teachers, are interconnected because they are built around the connections between teachers, students and parents. The chapters offer a plurality of methodologies and approaches dealing with different educational aspects related to adults' and children's involvement in various cultures. The contributions propose a set of analyses of the relationships between school and family in risk situations and within different dialogical frames. The chapters assume specific perspectives in considering the family-school interactions and incorporate analytical reflections connected to specific situations, such as the COVID-19 pandemic and the question of inclusive education. The volume intends to foster a new comprehension of the dynamics involving school actors and families. Each contribution looks at the interconnections between teachers, students and parents, in order to highlight the centrality of the role of social actors within various educational settings in which the processes of teaching and learning are developed. In this sense, schools and families are presented as communities continuously engaged in interpersonal relationships, and soliciting various processes of appropriation of cultural, semiotic, professional, and emotional resources. The volume proposes approaches that are useful to better understand how teachers, students and parents can contribute, in different and complementary ways, to build meaningful frameworks for the processes of teaching and learning.