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Culture and Education
Cultura y Educación
Volume 24, 2012 - Issue 4
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Original Articles

Escuela e iguales como contextos de socialización en valores y convivencia: una investigación participativa a través de un debate familiar

School and peers as contexts of socialization of values and living together: A participatory research through a family debate

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Pages 475-487 | Received 03 Feb 2011, Accepted 04 Feb 2012, Published online: 23 Jan 2014
 

Resumen

Este articulo presenta un análisis de la socialización en valores y convivencia en la escuela y con los iguales a partir del Debate familiar sobre valores y convivencia, un instrumento innovador que utiliza la metodología dialéctica para implicar a las familias en el análisis y la transformación de su propia realidad. Han participado 1.154 familias de la comarca del Bages (Barcelona) que tienen al menos un hijo o hija entre 8 y 12 años. El número de niños y niñas participantes es de 2.037. De los resultados se desprende la necesidad de promover el desarrollo de competencias emocionales y sociales en la infancia, de superar los obstáculos que conducen a la discriminación y de adecuar la educación a las nuevas exigencias sociales. Se pone de relieve la utilidad del instrumento para implicar a las familias y a la comunidad en el análisis de su realidad, como primer paso para poder contribuir después en la formulación de líneas de acción para su transformación.

Abstract

This paper presents an analysis of the socialization of values and living together in school and with peers from the Family Debate about Values and Living together; an innovative tool that uses the dialectical approach to involve families in the analysis and transformation of their own reality. 1154 families of the district of Bages (Barcelona), with at least one child between 8 and 12 years, participated in the study. The number of children involved is 2,037. The results suggest the need to promote the development of social and emotional skills in childhood, to overcome the barriers that lead to discrimination, and to adapt education to new social demands. We highlight the usefulness of the instrument to involve families and the community in analysing the reality, and as a first step to be able to later contribute to formulate courses of action for its processing.

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