Resumen de El compromiso familiar frente al desempeño escolar de niños y niñas de educación general básica en la ciudad de Chillán

Miriam Anabalón Mercado, Silvia Carrasco Paiva, Daniela Díaz Elgueta, Carolina Gallardo Urrutia, Héctor Cárcamo Vásquez

• español

  La educación institucionalizada ha sido una preocupación permanente de las sociedades globalizadas. En la mejora de ésta se siembran las esperanzas por alcanzar el desarrollo de las naciones y la tan ansiada movilidad social a nivel intergeneracional. En este sentido es posible apreciar que en América Latina, a partir de 1990, se han implementado un conjunto de reformas orientadas a promover la equidad para asegurar el acceso a una educación de calidad.

  No obstante, se reconoce que, el éxito de las Políticas y Programas educativos depende, en gran medida, de la participación activa de las familias en los procesos de enseñanza y aprendizaje.

  El objetivo que se persiguió en esta investigación fue reconocer cómo las familias visualizan su compromiso con el desempeño escolar de los estudiantes; para tal efecto, el diseño se sustentó en la metodología de tipo cualitativa. El resultado más relevante da cuenta de una representación del compromiso diferenciado de acuerdo al tipo de estructura familiar.

• English

  Institutionalized education has been a permanent concern of global societies. With the purpose of improving education, all the efforts are made in order to reach the development of nations and the social mobility at intergenerational level. In this sense, it is possible to appreciate that in Latin America, since 1990, a set of equity-oriented reforms has been implemented in order to ensure access to a quality education. However, it is recognized that success of educational Policies and Programs depends, to a great extent, on the active participation of the family in teaching and learning processes. The objective in this research is to identify how the family visualizes their commitment to the students� school performance; for which, we use qualitative metInstitutionalized education has been a permanent concern of global societies. With the purpose of improving education, all the efforts are made in order to reach the development of nations and the social mobility at intergenerational level. In this sense, it is possible to appreciate that in Latin America, since 1990, a set of equity-oriented reforms has been implemented in order to ensure access to a quality education. However, it is recognized that success of educational Policies and Programs depends, to a great extent, on the active participation of the family in teaching and learning processes. The objective in this research is to identify how the family visualizes their commitment to the students� school performance; for which, we use qualitative methodology. The most outstanding finding accounts for a representation of a differentiated commitment according to the type of family structure.hodology. The most outstanding finding accounts for a representation of a differentiated commitment according to the type of family structure.