Prácticas familiares favorecedoras de la alta participación estudiantil de niños y niñas en la escuela

Abstract

This investigation was directed to understand, how the familiar practices can promote the high participation of children and girls of the degrees fourth and fifth of primary in the school context. It was developed taking the theory of the complexity as a base and following a mixed design of investigation, in which the research strategies were sociometric questionnaires and semistructured interviews. The investigation had five phases: In the first phase the children and girls with high levels of school participation were identified, for which a sociometric test was applied to the students of fourth and fifth grade of primary and the directors of course. In the second phase were gathered the results of the applied test and the potential participants of the investigation were defined and invited to participate with their families. In the third phase seven semiestructured interviews were realized with the families of the students selected in order to know how the practices in the home could promote the high levels of school participation that the children had; in the fourth phase a categorical analysis of the interviews was realized. In the results can be identified important characteristics that have the families of the students with high levels of participation, as a narrow and intense bond between parents and children, shared activities, the managing of limits and frustration of the children, the disposition to listening and the sensibility to the participation of these in the home. There was also evidence that the accompaniment of parents towards school needs of their children is limited to situations, in which they are asked to participate when they see that their involvement in the tasks is necessary, creating so children with autonomy in decision-making at school. The leadership and the active participation that children reveal relate widely to the naturalness that the children have by decision making in the home, the responsibility on their actions and the accompaniment in external activities that strengthen his communicative and participative skills.