Resumen de Social and structural changes in family-school relationship for the prevention of episodes of abuse in the classroom: Analysis from a psychoeducational approach
Inmaculada Fernández Antelo, Isabel Cuadrado Gordillo
Family and school are the main institutions responsible for education of children and youth.
Respect, shared accountability and the desire to train competent people to develop in a democratic society and contribute to their development and transformation are some principles that have traditionally characterized the relationship. Today, this balance and consensus for years has favored the continuity between family and school contexts seems to be broken. Now see, more often of the expected and permissible, a real confrontation which is common to observe how both blame each other for the failure, not just academics, but primarily of living and lack of values of children and adolescents. And as this happens, new fractures in the education of students pushing and further aggravate relations between family and school. In this situation the question arises about the causes that have led to this lack of understanding about the conditions requiring each party to reach a new consensus and the principles that should underpin this new alliance. All this in order to enable joint action, accountable and coordinated between the two institutions to enable them to achieve educational leadership, be an example of coexistence and mutual understanding, and assist in the search for new and more creative solutions to conflicts live at school. The present paper provides some of the key factors that promote the alliance of the family and school contexts.
