Apoyo a la participación de padres en las escuelas primarias

Autores/as

  • Judith K. Bernhard Ryerson Polytechnic University
  • Marlinda Freire Hospital for Sick Children, University of Toronto
  • Veronica Pacini-Ketchabaw ntario Institute for Studies in Education, University of Toronto

DOI:

https://doi.org/10.14507/epaa.v8n52.2000

Palabras clave:

Parent Participation, Foreign Countries, Race, Ethnicity, Gender, Social Class, Adaptation, Cultural Capital

Resumen

Este artículo describe cómo un grupo de padres latinoamericanos aprenden a manejar en forma más efectiva sus experiencias con el sistema educacional canadiense. La etnicidad y variables como sexo y clase social son determinantes críticos en las interacciones sociales, en las cuales los recién llegados constituyen el grupo minoritario. Durante ocho meses, doce padres latinoamericanos compartieron una vez al mes sus experiencias con la escuela. Finalizado el estudio se descubre que estos padres no sólo aprendieron a colaborar con los maestros sino que también los enfrentaron y validaron ante ellos sus diferencias etnoculturales. Esta interacción condujo a ganancias inesperadas más allá de lo relativo al proceso educacional. A través de este examen los padres develaron lo que el sistema escolar considera como intervención familiar ideal, sin menoscabo del bagaje cultural del estudiante. Este estudio puede ser un modelo de adaptación para grupos de recién llegados que intentan integrarse al sistema educativo.

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Biografía del autor/a

Judith K. Bernhard, Ryerson Polytechnic University

Dr. Judith Bernhard is a native of Chile, a lecturer, author, educator, and parent. She is currently an associate professor at the School of Early Childhood Education at Ryerson University, Canada. Over the last 20 years, she has been involved in a number of initiatives including a national study on diversity (Paths to Equity: Cultural, linguistic, and racial diversity in Canadian Early Childhood Education) and the establishment of the Early Childhood Diversity Network. Dr. Bernhard teaches child development courses and has a particular interest on infants, toddlers, immigrant and refugee children. Her focus is on pluralistic models that honour the role of culture in determining optimal caregiving. She has written extensively on the topics of human development and the situation of Latin American children and their families in Canada.

Marlinda Freire, Hospital for Sick Children, University of Toronto

Marlinda Freire, M.D., F.R.C.P.(C) Chief Psychiatrist, Toronto District School Board. Assistant Professor, Faculty of Medicine, Department of Psychiatry, University of Toronto. Staff Psychiatrist, Hospital for Sick Children. Research Associate. Joint Centre of Excellence For Research on Immigration and Settlement, Federal Government of Canada. Research Associate. Centre for Refugee Studies, York University. Associate Fellow on Latin America and the Caribbean, York University.

Veronica Pacini-Ketchabaw, ntario Institute for Studies in Education, University of Toronto

Veronica Pacini-Ketchabaw is a native of Argentina. She is currently a doctoral candidate at the Ontario Institute for the Studies in Education of the University of Toronto and an instructor at the School of Early Childhood Education at Ryerson Polytechnic University in Canada. She is involved in a national study of multi-age approaches to early childhood education in contexts of cultural and linguistic diversity. she has worked with the Latin American community in Toronto in a variety of research projects. She is interested in how social relations of knowledge relate to educational issues confronting culturally and linguistically diverse populations.

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Publicado

2000-11-16

Cómo citar

Bernhard, J. K., Freire, M., & Pacini-Ketchabaw, V. (2000). Apoyo a la participación de padres en las escuelas primarias. Archivos Analíticos De Políticas Educativas, 8, 52. https://doi.org/10.14507/epaa.v8n52.2000

Número

Vol. 8 (2000)

Sección

Articles