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              <p>Ce chapitre tente de penser la question de la participation parentale dans le contexte préscolaire à partir d’une vision de la participation comme modalité essentielle de l’apprentissage (Brougère, 2009). En appliquant une théorisation construite à partir de l’étude de crèches parentales françaises au contexte chilien des modalités préscolaires communautaires, il s’agit de comprendre quelles sont les possibilités de participation offertes aux parents et quelles peuvent en être les conséquences en ce qui concerne les apprentissages et les représentations des différents acteurs adultes concernés, tant parents que professionnels.</p>
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