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Culture and Education
Cultura y Educación
Volume 11, 1999 - Issue 4
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Original Articles

Rompiendo el distanciamiento entre la familia y la escuela

Breaking the distance between families and schools

Pages 63-80 | Published online: 27 Feb 2014
 

Resumen

La cooperación entre familias y escuelas no ha logrado transferirse a la práctica porque este proceso ha encontrado diversas resistencias que han congelado y siguen congelando la alianza. En este artículo se van a destacar dos tipos de obstáculos que nos ayudarán a comprender el distanciamiento entre los dos entornos: (1) el pasado histórico de imposición de la escolarización; y (2) las significativas diferencias existentes en la cultura de familias y escuelas. Una vez que el distanciamiento ha sido comprendido parcialmente a partir de estas resistencias y evidenciado en alguno de sus indicadores, se plantearán cinco pautas de acción que pueden conducir a la convergencia de ambos contextos. Estas estrategias de aproximación pueden resumirse en la formación, los incentivos, la experimentación innovadora, la ampliación de la acción a toda la comunidad y la factibilidad de los cambios. La articulación simultánea de múltiples vías se considera imprescindible para un acercamiento que, actualmente, no forma parte del rol de la mayoría de los actores que en la comunidad potencian el desarrollo infantil.

Abstract

The cooperation between families and schools has not led to practical results because this process has met different resistances that have paralysed and are still paralysing the partnership. In this paper we will pay attention to two different types of barriers: 1) the historical heritage of mandatory schooling, and 2) the important cultural gap between families and schools. After evidence on distancing was gathered, and its understanding reached taking into account the background and the cultural differences, five guidelines for action will be planned to help parents and teachers to develop a meaningful partnership. These strategies consist of training, incentives, innovative experimentation, the extension of the educational initiative to the whole community, and the feasibility of changes. The simultaneous planning of several ways for the approach is considered to be essential because teachers' and parents' roles do not include the communication between environments as one of their basic educational activities.

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