Barreras en la cooperación entre familias y escuelas: una revisión sistemática
DOI :
https://doi.org/10.30827/profesorado.v28i1.28356Mots-clés :
Barreras, implicacion parental, familias, escuelas, revisión sistemáticaRésumé
La evidencia científica de los últimos 50 años pone de manifiesto que la colaboración mutua entre las familias y las escuelas repercute de forma clara en la mejora de la calidad de vida de niños, niñas y adolescentes. Sin embargo, estas comunidades no siempre encuentran el modo de comenzar o mantener buenos cauces de cooperación. Con el objetivo de identificar barreras que dificultan la cooperación entre las familias y las escuelas se desarrolló una revisión sistemática de literatura. Del total de 635 publicaciones, 19 artículos fueron seleccionados por cumplir con los criterios de elegibilidad. Los resultados mostraron la existencia de 49 barreras que se agruparon en cinco categorías: relacionadas con las familias, con las escuelas, con el estudiantado, con la corresponsabilidad entre familia-escuela y, por último, las sociopolíticas. La heterogeneidad de las barreras identificadas plantea la necesidad de que cada centro educativo elabore su propio plan de actuación de cooperación desde una perspectiva ecológica. A partir del análisis de los resultados se presentan iniciativas que pueden ayudar a optimizar en las relaciones entre las familias y las escuelas con la meta de promover entornos que satisfagan las necesidades para el desarrollo infantil.
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Références
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