Much has been written about the need to work towards the development of relationships of mutual trust between family, school, and community (Bolívar Botía, 2006; Bryan et al., 2020). In this regard, it is well known that the Funds of Knowledge (FoK) approach has been established as an effective tool for developing dialogue between these three actors (Santos Rego et al., 2022).

Such effectiveness lies in understanding that families, especially working-class ones, can be characterized by the practices they have developed and the knowledge they have produced and acquired during their lives (Gonzalez et al., 2005). The social and economic history of households are particularly relevant because they reveal experiences that generate much of the knowledge that household members may possess, display, elaborate or share with others (Moll, 2019). It also can be said that household livelihoods may involve establishing and participating in social networks, through which such knowledge can be exchanged to address some of the necessities of life.

Therefore, research, especially when conducted in close collaboration with teachers and other members of the community, can provide an opportunity to document the lived experiences and knowledge of families that can be useful in defining households as resources or sample assets, which can also be valuable for teaching. Additionally, it can help to set up discussion sessions with teachers to prepare them theoretically and methodologically to conduct the research and assess the usefulness of the results for classroom practice (Moll, 2014; Santos Rego et al., 2022).

In our context, in collaboration with the Fundación Secretariado Gitano (https://www.gitanos.org/) of Pontevedra (Galicia, Spain), we designed, developed, and assessed the socio-educational program "Funds-Knowledge-Families" with Roma mothers and their children (Santos Rego et al., 2021).

The program consisted of two phases: the first took place during the first quarter of the school year in three primary schools in the city of Pontevedra, where the children participating in the program studied; and the second phase took place during the second quarter at the main site of the Fundación Secretariado Gitano (Santos Rego et al., 2021).

For the development of the second phase, we counted on the advice and direct collaboration of two technicians from the Fundación, who acted as intermediaries between our working group within the Esculca Research Group (https://www.usc.es/esculca/) of the Faculty of Education of the University of Santiago de Compostela, the schools where we developed the first phase, and the participating families.

Parallel work was carried out with the mothers and their children. With the former, we addressed issues related to culture and the functioning of the educational system, highlighting the role of the school and the importance of family involvement in the school environment. With the students, we focused on study methods, the organisation of time for homework, as well as issues related to their own cultural practices at home and in the community (Santos Rego et al., 2021).

The aim of this proposal is, on the one hand, to illustrate the perspectives of these two specialists in the field of education regarding the FoK approach and its potential for working with families at risk of exclusion, specifically Roma families (Abajo Alcalde, 2021). And on the other hand, to collect the points of view on the development of the first phase of the Funds-Knowledge-Families program from 3 teachers, representatives of each of the participating schools. Finally, we present a didactic guide resulting from the results of the program and the contributions of both groups of educational agents. It is our intention that this guide will serve as a model for the introduction of the Funds of Knowledge approach in schools.

In this proposal we focus on analyzing the views of the two Fundación Secretariado Gitano professionals who worked with our team and three teachers from the schools involved in the first phase of the program. We used semi-structured interviews to assess the development of the program, its strengths and weaknesses, the level of participation and involvement achieved, and the potential of the FoK approach as an alternative strategy for both institutions to work with. In terms of the profile of the participants, one is the Fundación educational counsellor, who is responsible for coordinating activities with schools, families, and students to achieve educational inclusion objectives, and the other is a teacher from the Fundación educational programs, whose experience and close relationship with families and children made her a very important figure in the development of the program. Regarding the teaching staff, there were three teachers from different levels of primary education, with diverse profiles, both in terms of age and experience of working with Roma students. The interviews were conducted at the end of the second phase of the program and lasted approximately 45 minutes. In order to facilitate the organization and development of the interviews, a script was drawn up that allowed them to be structured in detail by presenting the elements that define our instrument. Thus, the interviews consisted of a total of 10 questions, all related to the object of study, and varying in content depending on whether they were addressed to the Fundación technical staff or to the participating teachers. During the interviews, the researcher's role was limited to facilitation and guidance, without judgement or evaluation. The information generated has allowed us to broaden the data collected, offering new perspectives on the experiences of those responsible for its development. Data analysis was carried out using discourse analysis (Khan & MacEachen, 2021), and the qualitative software NVivo was used to construct a set of key categories to analyze their views on their participation and the potential for further development of the program in the future.

During the interviews, the Fundación technicians expressed their satisfaction based on the mothers’ attendance and commitment to the program: “It was an activity in which they felt comfortable, and the children demanded to continue…” (T1) “I think the assessment is very positive. It was worthwhile going there as a meeting where they could reflect…” (T2) As for the teachers, they were positive about the development of the program and considered it a useful activity. We also highlighted their interest in improving the situation of Roma students at school, recognizing the lack of references for educational success: “I think that one thing we have to do is to get someone who has achieved something important to have an interview or contact with them, I think that would be a huge breakthrough” (Teacher 1) In short, from the perspective of these professionals, the program had many strong elements, such as the high level of involvement of the participants, and others that could be improved, such as the lack of time to carry out all the activities in a coordinated way in the schools. The results of these interviews, together with the products of the Funds-Knowledge-Families program, served as the basis for the preparation of a didactic guide "Stories of Family and Community Life". (https://www.usc.gal/libros/index.php?id_product=1201&controller=product). This resource is twofold: on the one hand, to work on learning, in all contexts, and to focus on that which emerges from family cultural practices, but also from the environment itself. On the other hand, following the inclusive perspective of the FoK approach, we seek the curricular inclusion of the accumulated ways of life and knowledge of the learners' families and communities as assets in their learning processes. The target groups of this proposal are pupils in primary education, from 8 to 10 years old.

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