Abstract
The article presents the results of a commissioned research on the issue of digital uses in the relationship between schools and families, focusing on primary schools. It focuses in particular on the French experimentation of the "Territoires Numériques Educatifs" programme aimed at supporting the acceleration of digital technology in neighbourhoods located in the “Politique de la Ville” (urban policy) in order to reduce digital inequalities. The corpus is made up of data from a field survey conducted in the Centre-Val-de-Loire region between February and June 2022, mainly using group and individual interviews with professionals in the fields of education, social and educational activities, child protection and parenting support. The analysis of the data highlights the dynamics of coeducation, which are based on the commitment of more than twenty partners in an area affected by economic and social inequalities. The dynamics observed illustrate the approaches of a "learning territory" around the challenges of supporting digital parenthood.
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