La formación de familias inclusivas una estrategia para la atención a la diversidad en la Escuela de Innovación UNAE

Abstract

The problem that causes this research is the lack of involvement of families in the education of their children, in the School of Basic Education of Innovation UNAE, for its resolution from this study a strategy based on the formation of families for the consolidation proposed of school-family relationships under the postulates of inclusive education. This proposal is supported by the theoretical references of L. Vygotsky (1979), on how the physical and affective closeness of significant people in the child's life influences their cognitive development, although the responsibility for their care and education is not only the family, the two areas together are irreplaceable for its development and formation (Torío, 2004), criteria that emphasize the importance of a harmonious and balanced relationship between these two pillars. This research assumed the interpretative paradigm, a qualitative approach and the case study method. The information units were the authorities, teachers and families who attend this educational center, UNAE teachers and documents that guide the management of the educational center. The category of studies refers to school-family relationships and the research techniques used to collect information were in-depth interviews, focus groups, and documentary review. The main barriers identified are attitudinal, socioeconomic, and guidelines and practices imposed by the country's education regulator, which limit the involvement of families in the educational exercise of their children. From the research it is concluded that, although the majority of families are willing to collaborate, the school does not encourage their participation, nor does it promote spaces for this purpose, and when it does, it does not consider the needs of families and the diversity that this group has it shows.