Relación escuela –familia en condiciones de ruralidad como parte del proceso de desarrollo integral de los estudiantes

Abstract

The objective of this research was to understand the School-Family relationship in rural conditions as part of the integral development process of the 5th grade students of the Besito Volao Educational Institution, Palma de Vino headquarters. To achieve the objective, the theoretical foundation was based on the concepts of family, school and their relationship, taking into account the rural characteristics of these two entities and the contribution to the integral development of the students. Methodologically, the research was qualitative with an ethnographic method, working with 14 families of the students of the grade mentioned above, applying observation, documentary review and interview as information gathering techniques. The result was that there is no articulation of families with school processes, no teaching strategies or resources are evidenced to link the social and family context in activities within the classroom. Likewise, in institutional documents, there is no clear evidence of programs, policies or activities that establish the relationship between the school and the family. The study concludes that the family in rural conditions is characterized by assigning great importance to the role of the school in the community, therefore, it makes efforts to allow children to attend the educational establishment so that they receive education from the students. teachers, therefore, the family training function is delegated to the school. The role of the family in school processes must be materialized in the classroom, through articulation strategies that respond to a mission and vision that the school proposes, likewise, the school must know the families that belong to it and this way create the relevant tools to link it more easily