Paradojas y conflictos entre las culturas del profesorado, las familias y los estudiantes en el contexto escolar

Authors

Jose Ignacio Rivas FloresSalto de línea Analia E. Leite MéndezSalto de línea Pablo Cortés GonzálezSalto de línea Universidad de Málaga. Facultad de Ciencias de la Educación. Departamento de Didáctica y Organización Escolar. Málaga, España.

Abstract

Paradoxes and Conflicts between the Teacher, Family and Student Cultures in Schools

The aim of this paper is to present part of the results of the research “School Experience, Identity and Community: Researching collaboratively in order to transform school practices” (SEJ2007 60825/EDU, of the National RDI Research Plan). This research is being carried out in three schools located in two provinces in southern Spain. The first one is a primary school in a deprived neighbourhood; the second one is a secondary school in a low middle class area; and the third one is a primary school that has the first cycle of secondary education in a rural area. It is necessary to provide the historical context for Spain’s education model in order to understand the framework provided for the various educational players studied in this research. The research’s reference framework is also based on a critical perspective of both the institutions and the educational players. Based on the methodology, we work from a narrative perspective with the intention of recovering the diverse voices that make up the day-to-day school realities. In this paper, we focus on the different perspectives and “viewpoints” regarding different school experiences of teachers, families and students. With regard to the variety of aspects involved in understanding that experience, we highlight three dimensions of interpretation: tradition (social and family culture about the school), reproduction (the school experience built over time) and expectations (what we expect from education and from school). Those differences make up different educational practices where conflicts must be resolved and emerging paradoxical perspectives must coexist. In short, we can conclude that the way in which the different school experiences of the groups involved are made known in the education community, different school working structures are generated or built at the same time as they represent specific ways of building up an identity.

Keywords

Biographies, school experience, community, school climate, primary education, secondary education.