Rol familiar en el aprendizaje de la lectoescritura en contextos de una escuela rural multigrado
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Fecha
2026
Autores
Hernández Salazar, Faustino
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación doctoral analizó el papel de la familia en el proceso de aprendizaje de la lectoescritura en estudiantes de contexto multigrado. Desde un paradigma interpretativo, enfoque cualitativo y diseño fenomenológico, para comprender las percepciones de los padres respecto a la participación y vinculación en el desarrollo de habilidades en lectura y escritura.
Revelando que los padres reconocen avances significativos en la fluidez lectora, calidad de la escritura de los hijos en el acompañamiento desde casa. Reforzar, aprendizajes escolares fortalece la seguridad y confianza de los niños, quienes buscan compartir con las familias lo que aprenden y solicitar orientación constante. Este acompañamiento, no solo incide en logros académicos, motivación personal y disposición positiva hacia la escuela. Asimismo, los padres perciben el aula multigrado como espacio con ventajas para el aprendizaje. Valoran que la interacción entre estudiantes de diferentes edades permite que los más pequeños observen y se anticipen a conocimientos propios de grados superiores, lo cual fomenta, curiosidad y amplía posibilidades de aprendizaje. En este sentido, la diversidad etaria no es vista como limitación, es oportunidad para potenciar la lectoescritura en las primeras etapas. En conclusión, estrategias familiares se configuran como un acompañamiento flexible, basado en paciencia, dedicación y
compromiso emocional. El apoyo, trasciende la repetición de contenidos, integrando un vínculo afectivo que convierte el proceso lector y escritor en una experiencia significativa y duradera. La familia constituye un factor decisivo para superar barreras contextuales y consolidar aprendizajes en el aula multigrado.
The present doctoral research analyzed the role of the family in the process of learning literacy in students from multi-grade contexts. From an interpretative paradigm, qualitative approach, and phenomenological design, to understand parents' perceptions regarding participation and involvement in the development of reading and writing skills. Revealing that parents recognize significant advances in their children's reading fluency and writing quality thru home support. Reinforcing school learning strengthens the security and confidence of children, who seek to share with their families what they learn and request constant guidance. This support not only impacts academic achievements, personal motivation, and a positive attitude toward school. Likewise, parents perceive the multigrade classroom as a space with advantages for learning. They value that the interaction between students of different ages allows the younger ones to observe and anticipate knowledge typical of higher grades, which fosters curiosity and expands learning possibilities. In this sense, age diversity is not seen as a limitation; it is an opportunity to enhance literacy in the early stages. In conclusion, family strategies are configured as a flexible support, based on patience, dedication, and emotional commitment. Support transcends the repetition of content, integrating an emotional bond that transforms the reading and writing process into a meaningful and lasting experience. The family constitutes a decisive factor in overcoming contextual barriers and consolidating learning in the multigrade classroom.
The present doctoral research analyzed the role of the family in the process of learning literacy in students from multi-grade contexts. From an interpretative paradigm, qualitative approach, and phenomenological design, to understand parents' perceptions regarding participation and involvement in the development of reading and writing skills. Revealing that parents recognize significant advances in their children's reading fluency and writing quality thru home support. Reinforcing school learning strengthens the security and confidence of children, who seek to share with their families what they learn and request constant guidance. This support not only impacts academic achievements, personal motivation, and a positive attitude toward school. Likewise, parents perceive the multigrade classroom as a space with advantages for learning. They value that the interaction between students of different ages allows the younger ones to observe and anticipate knowledge typical of higher grades, which fosters curiosity and expands learning possibilities. In this sense, age diversity is not seen as a limitation; it is an opportunity to enhance literacy in the early stages. In conclusion, family strategies are configured as a flexible support, based on patience, dedication, and emotional commitment. Support transcends the repetition of content, integrating an emotional bond that transforms the reading and writing process into a meaningful and lasting experience. The family constitutes a decisive factor in overcoming contextual barriers and consolidating learning in the multigrade classroom.
Descripción
Palabras clave
Aprendizaje, Escuela rural, Lectoescritura, Multigrado, Rol familiar
