Publication: La alianza educativa escuela/familia y los grupos de chat de
padres: una mirada a la situación italiana
Authors
Gigli, Alessandra ; Demozzi, Silvia ; Pina Castillo, María
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.22.3.389271
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info:eu-repo/semantics/article
Description
Abstract
La llamada a la colaboración entre escuela y familia es una constante de muchos centros
educativos, sin embargo, raramente se define su significado y no siempre las medidas de
apoyo pragmático son adecuadas, registrándose desde ambas partes situaciones
problemáticas de des-alianza. En esta contribución se analizan las coordenadas de la alianza
educativa destacando los últimos avances y prefigurando escenarios de resolución desde un
punto de vista teórico y metodológico. En particular, se aborda una temática que se presenta
cada vez con más fuerza en las dinámicas entre familias y centros educativos: se trata del uso
por parte de los progenitores de las nuevas tecnologías de comunicación. Estas nuevas
formas de relación, aunque tienen aspectos positivos, se caracterizan por una comunicación
poco filtrada, muy inmediata y, a menudo, emocional, repercutiendo a la relación educativa,
generando más problemas y haciendo urgente algún tipo de proyecto-acción por parte de
las instituciones educativas.
The call for collaboration between the school and the family is a constant of many educational centers, however, its meaning is rarely defined and not always the measures adopted to support it at the pragmatic level are adequate, registering from both sides problematic situations of des-alliance. In this contribution, the coordinates of the educational alliance are analyzed, highlighting the latest advances and prefiguring resolution scenarios from a theoretical and methodological point of view. In particular, the most adressed topic that appears with more and more force in the dynamics between families and educational and school services: The use of the progenitors of new communication technologies. These new forms of relationship, although they have positive aspects, are characterized by a communication little filtered, very immediate and, often, emotional, having an impact on the educational relationship, generating more problems and urging the need for a type of project-action from the educational institutions.
The call for collaboration between the school and the family is a constant of many educational centers, however, its meaning is rarely defined and not always the measures adopted to support it at the pragmatic level are adequate, registering from both sides problematic situations of des-alliance. In this contribution, the coordinates of the educational alliance are analyzed, highlighting the latest advances and prefiguring resolution scenarios from a theoretical and methodological point of view. In particular, the most adressed topic that appears with more and more force in the dynamics between families and educational and school services: The use of the progenitors of new communication technologies. These new forms of relationship, although they have positive aspects, are characterized by a communication little filtered, very immediate and, often, emotional, having an impact on the educational relationship, generating more problems and urging the need for a type of project-action from the educational institutions.
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