“Las familias no participan”: Un análisis sobre el despliegue de sentidos en la vida escolar
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Date
2014
Authors
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Journal ISSN
Volume Title
Publisher
Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Abstract
Description
Las relaciones entre familias y escuelas han sido analizadas desde diferentes
puntos de vista, dando como resultado una literatura específica con recomendaciones
y consideraciones a tener en cuenta para que dichos vínculos lleguen a buen puerto
en la común tarea de “educar” a los niños/as.
En este campo de producción, este trabajo ofrece un análisis sobre los sentidos
que se encubren tras el malestar que se manifiesta en la enunciación de la no participación
de las familias en la escuela en la vida escolar.
A partir de un estudio de caso sobre los procesos de participación de las familias
en la escuela, realizado en un establecimiento educativo de nivel primario de la
zona sur de la Ciudad Autónoma de Buenos Aires, se analiza la función que cumple
la expresión “las familias no participan” como representación social en la trama de
interacciones establecidas entre ambas instituciones.
De este modo, el trabajo se propone explicitar ciertos conflictos que regulan los
procesos de interacción entre familia y escuela, y evidenciar el poder simbólico que
está en juego en los intercambios, alimentando el sentido de “individuación” en torno
al cual se ha construido la práctica escolar.
Relationships between families and schools have been analyzed from different points of view, resulting in a specific literature with recommendations and considerationsto take into account that those links come to fruition in the common task of “educating” children. In this field of production, this paper provides an analysis of the meanings that are concealed behind the unrest manifested in the statement of non-participation of families in the school’s school life. From a case study on the processes of family involvement in school, performed in a primary educational establishment in the south of Buenos Aires, the role of the expression is parsed “families not participate” as social representation in the web of interactions established between the two institutions. Thus, the paper proposes explicit certain conflicts that regulate the processes of interaction between family and school, and to demonstrate the symbolic power is at stake in trade, fueling the sense of “individuation” around which has been built school practice.
Relationships between families and schools have been analyzed from different points of view, resulting in a specific literature with recommendations and considerationsto take into account that those links come to fruition in the common task of “educating” children. In this field of production, this paper provides an analysis of the meanings that are concealed behind the unrest manifested in the statement of non-participation of families in the school’s school life. From a case study on the processes of family involvement in school, performed in a primary educational establishment in the south of Buenos Aires, the role of the expression is parsed “families not participate” as social representation in the web of interactions established between the two institutions. Thus, the paper proposes explicit certain conflicts that regulate the processes of interaction between family and school, and to demonstrate the symbolic power is at stake in trade, fueling the sense of “individuation” around which has been built school practice.
Keywords
Familias, Procesos de participación, Nivel primario, Estudio de caso., Escuela