Publication: Prácticas docentes resilientes en la relación entre profesorado y familias en contextos socioeconómicos vulnerables. Realidades y oportunidades en una fase de emergencia social
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Date
2025
Authors
Tarrés Vallespí, Anna ; Blanch Gelabert, Sílvia ; Forestello, Ana María ; Arias-Sánchez, Samuel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.639441
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info:eu-repo/semantics/article
Description
Abstract
Esta investigación explora la relación entre familias y escuelas en períodos de emergencia social en el marco del proyecto: “INCLUEDUX. Estrategias de resiliencia para la inclusión de alumnado en vulnerabilidad ante situaciones de emergencia social. Prácticas y oportunidades para la transformación educativa”. El proyecto ha recibido financiación del Ministerio de Ciencia e Innovación en la convocatoria 2020 y está impulsado por 6 universidades en Catalunya, Andalucía y Aragón. En base a técnicas cuantitativas y cualitativas, se analizan las estrategias de resiliencia para la inclusión del alumnado con vulnerabilidad y las oportunidades para la transformación educativa en 25 centros escolares españoles seleccionados por sus buenas prácticas en la atención al colectivo escolar vulnerable, especialmente pueblo gitano y alumnado de origen migrante. Los resultados reflejan prácticas escolares renovadas para el sostenimien
This research explores the partnershipbetween families and schools in periods of social emergencywithin the framework of the project: “INCLUEDUX. Resilience Strategies for the Inclusion of Vulnerable Students in Situations of Social Emergency. Practices and Opportunities for Educational Transformation”.The project was funded bythe Ministry of Science and Innovation in the 2020 call and is driven by six universities in Catalonia, Andalusia, and Aragon. Based on quantitative and qualitative techniques, the study analysesresilience strategies for the inclusion of vulnerable students and the opportunities for educational transformation in 25 Spanish schools selected for their best practices in attending to vulnerable school populations, especially the Roma community and students of migrant origin. The results reflect renewed schoolpractices to sustain the relationship between actors in the educational community amid the social emergency. They also show how schools with a pre-existing quality relationship with families before to emergency situationsovercame the health crisis with greater strengthening buthighlighteda concerning weakening of the community bond despite the efforts made by the teaching staff
This research explores the partnershipbetween families and schools in periods of social emergencywithin the framework of the project: “INCLUEDUX. Resilience Strategies for the Inclusion of Vulnerable Students in Situations of Social Emergency. Practices and Opportunities for Educational Transformation”.The project was funded bythe Ministry of Science and Innovation in the 2020 call and is driven by six universities in Catalonia, Andalusia, and Aragon. Based on quantitative and qualitative techniques, the study analysesresilience strategies for the inclusion of vulnerable students and the opportunities for educational transformation in 25 Spanish schools selected for their best practices in attending to vulnerable school populations, especially the Roma community and students of migrant origin. The results reflect renewed schoolpractices to sustain the relationship between actors in the educational community amid the social emergency. They also show how schools with a pre-existing quality relationship with families before to emergency situationsovercame the health crisis with greater strengthening buthighlighteda concerning weakening of the community bond despite the efforts made by the teaching staff
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