Incidencia de la relación familia-escuela en el desarrollo educativo de los niños y niñas de familias transnacionales de la I.E. La Frontera del municipio de Villa del Rosario
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Fecha
2021
Autores
Diaz Garcia, Karen Marbeny
Moncada Bautista, Catalina María
Salinas Medina, Carlos Andres
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El principal objeto de la investigación fue analizar la incidencia de la relación familia-escuela en el desarrollo educativo de los niños y niñas de familias transnacionales, para ello se propuso conocer cómo la familia transnacional se ajusta a un nuevo contexto, formas de educación y cuidado de sus hijos, reconocer los problemas educativos que enfrentan las niñas y niños conforme los cambios que generan las familias transnacionales y comprender el impacto de la relación familia escuela en el desarrollo escolar y familiar, teniendo en cuenta las complejidades que estos contextos representan en su desarrollo integral. La investigación parte del paradigma interpretativo-hermenéutico bajo el enfoque cualitativo de diseño fenomenológico, se desarrolló en la I.E. La Frontera del Municipio de Villa del Rosario, ubicada en el sector La Parada, reconociendo la confluencia de familias transnacionales por su ubicación en la frontera Colombo - venezolana, asumiendo como informantes clave: cinco estudiantes, cinco padres y/o representantes, cuatro docentes. Para la recolección de información se diseñó como instrumento un guión de entrevista semiestructurada fundamentado en las categorías del estudio, aunado a la aplicación de la técnica observación directa mediante el instrumento diario de campo para la fase de descripción de los resultados. Se concluye: las familias transnacionales tuvieron como principal causa para migrar los problemas económicos, políticos y sociales de su país de origen, denotan complejidad en el proceso migratorio asumiendo como puntos críticos: la separación del núcleo familiar, los amigos y vecinos, las características precarias del viaje y el proceso de adaptación en el lugar de destino. En relación al desarrollo educativo de los niños, se concluye que la relación familia escuela es determinante para que adquiera adaptación escolar pertinente que le contribuya a apropiarse del escenario, consolidar relaciones interpersonales favorables y establecer un rendimiento acorde a su edad y nivel académico. Se recomienda incentivar la promoción de apoyo a familias transnacionales.
The main object of the research was to analyze the incidence of the family-school relationship in the educational development of children from transnational families, for which it was proposed to know how the transnational family adjusts to a new context, forms of education and care of their children, recognize the educational problems faced by girls and boys according to the changes generated by transnational families and understand the impact of the family-school relationship on school and family development, taking into account the complexities that these contexts represent in their development integral. The research starts from the interpretive-hermeneutical paradigm under the qualitative approach of phenomenological design, it was developed in the I.E. The Border of the Municipality of Villa del Rosario, located in the La Parada sector, recognizing the confluence of transnational families due to their location on the Colombian-Venezuelan border, assuming as key informants: five students, five parents and / or representatives, four teachers. For the collection of information, a semi-structured interview script based on the study categories was designed as an instrument, together with the application of the direct observation technique through the daily field instrument for the phase of description of the results. It is concluded: transnational families had as their main cause to migrate the economic, political and social problems of their country of origin, they denote complexity in the migratory process assuming as critical points: the separation of the family nucleus, friends and neighbors, the precarious characteristics of the trip and the adaptation process at the destination. In relation to the educational development of children, it is concluded that the family-school relationship is decisive for them to acquire relevant school adaptation that helps them to appropriate the setting, consolidate favorable interpersonal relationships and establish performance according to their age and academic level. It is recommended to encourage promotion of support to transnational families
The main object of the research was to analyze the incidence of the family-school relationship in the educational development of children from transnational families, for which it was proposed to know how the transnational family adjusts to a new context, forms of education and care of their children, recognize the educational problems faced by girls and boys according to the changes generated by transnational families and understand the impact of the family-school relationship on school and family development, taking into account the complexities that these contexts represent in their development integral. The research starts from the interpretive-hermeneutical paradigm under the qualitative approach of phenomenological design, it was developed in the I.E. The Border of the Municipality of Villa del Rosario, located in the La Parada sector, recognizing the confluence of transnational families due to their location on the Colombian-Venezuelan border, assuming as key informants: five students, five parents and / or representatives, four teachers. For the collection of information, a semi-structured interview script based on the study categories was designed as an instrument, together with the application of the direct observation technique through the daily field instrument for the phase of description of the results. It is concluded: transnational families had as their main cause to migrate the economic, political and social problems of their country of origin, they denote complexity in the migratory process assuming as critical points: the separation of the family nucleus, friends and neighbors, the precarious characteristics of the trip and the adaptation process at the destination. In relation to the educational development of children, it is concluded that the family-school relationship is decisive for them to acquire relevant school adaptation that helps them to appropriate the setting, consolidate favorable interpersonal relationships and establish performance according to their age and academic level. It is recommended to encourage promotion of support to transnational families
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Palabras clave
Relación familia-escuela, Desarrollo educativo, Familias transnacionales, Migración, Family-school relationship, Educational development,, Transnational families, Migration