El Acompañamiento Familiar y Educativo y la Orientacion Vocacional en los Estudiantes de la Institucion Educativa mi Felicidad

Abstract

This research explores the role of family and educational support in vocational guidance for fourth and fifth-grade students at the Mi Felicidad Educational Institution in Chía, Cundinamarca. Using a qualitative and descriptive approach, the study examines the perceptions of students, parents, and teachers through semi-structured interviews, participant observation, and field diaries, aiming to interpret how educational agents influence the development of life projects during late childhood (ages 9–11). Findings reveal that both emotional and instrumental support from families, combined with pedagogical strategies implemented by schools, significantly enhance students’ self-efficacy, motivation, and vocational clarity. However, socioeconomic inequality, limited parental availability, and weak coordination between families and schools were identified as barriers that hinder the effectiveness of vocational support. The study emphasizes the importance of implementing flexible educational models, formative workshops, and structured dialogue spaces among parents, teachers, and students. Grounded in the theoretical frameworks of Erikson, Bandura, Vygotsky, and Bronfenbrenner, this research proposes a systemic-psychological perspective that understands vocational guidance as an integral process beginning in childhood. It concludes that early and collaborative interventions can lay a strong foundation for students’ personal and vocational development. The study also suggests future research directions, including longitudinal designs and inclusive strategies tailored to vulnerable contexts.