Estado del arte: familia y escuela como configuradores de identidad en escenarios virtuales.

Abstract

The degree work is assigned to the Master of Clinical and Family Psychology at the Santo Tomás University and belongs to Psychology, Family and Networks and to the Psychology, human systems, and mental health line. The general objective was to recognize the relational configuration between the family with adolescent children and the school, in the mobilization of identity constructions from the interaction with scenarios mediated from virtuality, through the development of documentary and testimonial review methodologies. In an articulated way, it emerged as a research-intervention question: How are the relationships between the family with adolescent children and the school configured in the mobilization of identity constructions, ¿based on the interaction with scenarios mediated from virtuality? The documentary review was structured through the categories: Interaction between the Family with adolescent children and the school context and Virtual technologies and construction of identities in families with adolescent children and in the state of the art testimonial, three conversational scenarios were developed, carried out in the Educational Institution of the public sector, where the main actors of the phenomenon to be investigated were families with adolescent children, adolescent students and teachers of said Educational Institution; of which it was possible to observe the generational and tax dynamics in the relationship style and authority, the need to reconfigure the relationship in the adolescents' trajectory, based on the dialogue involving all the participants of the family, emphasizing a democratic and consensual representation. Finally, the link between school and family is configured as accompaniment, learning and training scenarios, considered as an area of socialization, protection, restriction and care for adolescents. Participation in virtual scenarios, the use of technologies and social networks, generates gratification in adolescents and at the same time, raises dilemmas and novelties in the relationship with the family and school environment, incorporating itself as a significant element in daily life, before the assessment of risks and the time devoted as a space for virtual communication and interaction, which enables the construction of identity as subjects in adolescents, emerging as a space for recognition. Keywords: Family, school, adolescents, virtuality, identity.