The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile
| Autores principales: | , |
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| Formato: | Online |
| Idioma: | spa eng por |
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Universidad Nacional, Costa Rica
2019
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850 |
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EDUCARE9850 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng por |
| format |
Online |
| author |
Cárcamo-Vásquez, Héctor Méndez-Bustos, Pablo |
| spellingShingle |
Cárcamo-Vásquez, Héctor Méndez-Bustos, Pablo The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile |
| author_facet |
Cárcamo-Vásquez, Héctor Méndez-Bustos, Pablo |
| author_sort |
Cárcamo-Vásquez, Héctor |
| title |
The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile |
| title_short |
The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile |
| title_full |
The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile |
| title_fullStr |
The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile |
| title_full_unstemmed |
The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile |
| title_sort |
influence of experience in the modeling of social representations of the family-school relationship in rural educational institutions in the ñuble region, chile |
| title_alt |
La influencia de la experiencia en el modelamiento de las representaciones sociales sobre la relación familia-escuela en establecimientos educacionales rurales de la región de Ñuble, Chile A influência da experiência na modelagem das representações sociais sobre a relação família-escola em estabelecimentos de ensino rural na região Ñuble, Chile |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2019 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850 |
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EDUCARE98502019-11-05T23:43:42Z The Influence of Experience in the Modeling of Social Representations of the Family-School Relationship in Rural Educational Institutions in the Ñuble Region, Chile La influencia de la experiencia en el modelamiento de las representaciones sociales sobre la relación familia-escuela en establecimientos educacionales rurales de la región de Ñuble, Chile A influência da experiência na modelagem das representações sociais sobre a relação família-escola em estabelecimentos de ensino rural na região Ñuble, Chile Cárcamo-Vásquez, Héctor Méndez-Bustos, Pablo family school agents experience rural context familia escuela agentes experiencia ruralidad família escola agentes experiência mundo rural This work presents the influence of agents’ experience in modeling the representation they have of the family-school relationship in the rural context. The objective of the study is to recognize the social representations that teachers and families have regarding the family-school relationship. The methodology used corresponds to the qualitative design through the case study method; the data processing technique is the semi-structured interview. The research was conducted in 10 rural schools belonging to the Ñuble Region, Chile. A total of 16 teachers and 36 parents were interviewed, and the data was analyzed through semantic analysis. The results showed that the life experience of the agents influences the representation they have about the family-school relationship and the role each agent involved attributes to it. From the teaching staff, a distinction can be seen between the conceptions derived from the teaching experience, personal experiences, and the complete knowledge of the context. For their part, families recognize the influence of experience derived from the family life cycle, differentiating between first-time parents and those who are even responsible for the care of grandchildren. In conclusion, the influence of experience, as a modeler of the representations that teachers and families have regarding the family-school relationship and the role each subject has, comes from the confluence of the multiple experiences lived by the agents interviewed. El trabajo presenta la influencia que tiene la experiencia de los agentes en el modelamiento de la representación que poseen sobre la relación familia-escuela en contexto rural. El objetivo del estudio es reconocer las representaciones sociales que profesorado y familias poseen respecto a la relación familia-escuela. La metodología utilizada corresponde a la cualitativa a través del método sociofenomenológico, la técnica de producción de datos es la entrevista semiestructurada. La investigación se desarrolla en 10 escuelas rurales pertenecientes a la Región de Ñuble en Chile. Se entrevistó a un total de 16 docentes y 36 personas apoderadas; los datos se analizaron mediante el análisis semántico. Los resultados muestran que la experiencia vital de los sujetos agentes influye en la representación que poseen sobre la relación familia-escuela y el papel que a cada sujeto agente involucrado le atribuye. Desde el profesorado, se aprecia una distinción entre las concepciones derivadas de la experiencia docente, experiencias personales y el conocimiento acabado del contexto. Por su parte, las familias reconocen la influencia de la experiencia derivada del ciclo vital familiar, diferenciando entre personas apoderadas primerizas y aquellas que inclusive se responsabilizan por el cuidado de nietos y nietas. A modo de conclusión, la influencia de la experiencia como modeladora de las representaciones que profesorado y familias poseen respecto de la relación familia-escuela y el rol que a cada sujeto le compete está dada por la confluencia de los múltiples mundos vividos por los sujetos agentes interpelados. O trabalho apresenta a influência contida na experiência dos agentes na modelagem da representação que possuem sobre a relação família-escola no contexto rural. O objetivo do estudo é reconhecer as representações sociais que professores e famílias possuem sobre à relação família-escola. A metodologia utilizada corresponde à qualitativa através do método sociofenomenológico, a técnica de produção de dados é a entrevista semiestruturada. A pesquisa é realizada em 10 escolas rurais pertencentes à região Ñuble, no Chile. Um total de 16 professores e 36 pessoas apoderadas foram entrevistados; os dados foram analisados por análise semântica. Os resultados mostram que a experiência de vida dos sujeitos agentes provoca influência na representação que eles têm sobre a relação família-escola e o papel que cada sujeito agente participante lhe atribui. Do corpo docente, há uma distinção entre as concepções derivadas da experiência docente, as experiências pessoais e o conhecimento acabado do contexto. Por sua vez, as famílias reconhecem a influência da experiência derivada do ciclo de vida familiar, diferenciando as pessoas apoderadas pela primeira vez e as que são responsáveis pelo cuidado dos netos e netas. A título de conclusão, a influência da experiência como modeladora das representações que professores e famílias possuem sobre a relação família-escola e o papel que cada sujeito possui é dada pela confluência dos múltiplos mundos vividos pelos sujeitos agentes interpelados. Universidad Nacional, Costa Rica 2019-06-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850 10.15359/ree.23-3.4 Revista Electrónica Educare; Vol. 23 No. 3 (2019): Revista Electrónica Educare (September-December); 1-20 Revista Electrónica Educare; Vol. 23 Núm. 3 (2019): Revista Electrónica Educare (setiembre-diciembre); 1-20 Revista Electrónica Educare; v. 23 n. 3 (2019): Revista Electrónica Educare (Setembro-Dezembro); 1-20 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850/16613 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850/16614 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850/16615 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850/16616 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850/16617 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850/16618 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9850/17685 Copyright (c) 2019 Revista Electrónica Educare |