Thanks to the joint struggle of rural teachers and other social agents, since the end of the 20th century, the reviled image of rural schools has been reversed and their potential has become evident, until they are now perceived as educational institutions of great value. This paper analyses the current situation of rural schools. Specifically, it aims to look in depth at its strengths and weaknesses, emphasising four aspects which stand out in previous studies: organisation of the school, teaching team, students, relationship with families and material resources. This is based on a set of in-depth interviews and a survey, carried out in the first phase of the project, aimed at 240 representatives of the management teams of the nursery, primary, compulsory secondary, secondary school and vocational training centres in the province of Lleida, of which 71 were rural schools. The quantitative results, limited to schools located in rural environments and analysed in this study, show that the rural school is full of potential thanks largely to an organisation that makes the most of limited resources and makes it possible to create better coordinated working environments. The involvement of families is also highlighted and a very positive view of the school climate and good coexistence in rural schools is detected, an issue that has not been identified in recent scientific literature on this type of centre.
Resumen: La escuela rural ha ocupado muchos de los focos de debate social y pedagógicos, si bien no centrales, sí constantes en el tiempo. Desde la administración educativa se ha expresado la voluntad de potenciar el desarrollo cualitativo de las escuelas rurales mediante la promoción de proyectos de innovación y mejora de las aulas, fomentando estudios e investigaciones que tengan como objeto la escuela rural. Por su parte, la Universidad de Lleida mantiene el interés en la formación de docentes, la investigación, la promoción y divulgación de la misma. Con este propósito presentamos los principales objetivos y actividades del Programa de Coordinación de los Estudios y la Innovación de la Escuela Rural de Catalunya (CEIER), que inició sus acciones recientemente.
This article focuses on cultural mediation by discovering its potential and relevance in Italy, during a project on intercultural education, that has been undertaken in Rome by us. And four intercultural singular initiatives are described. Specifically, this article is the result of the empirical work following a qualitative methodology. In the first phase (September - December 2019), 6 in-depth interviews were conducted with expert university professors on the subject, as well as visits to various formal and non-formal training centers. Based on the results, in the second phase (February 2020), 4 initiatives were selected, and 8 in-depth interviews were conducted with their managers and teachers. They are described in this article as an example of good educational practices in interculturality, characterized by their proposal for inclusive activities for immigrant groups, their networking with the community, and in which intercultural mediation plays a key role directly or indirectly.
Resumen: Las familias son uno de los pilares que conforman la comunidad educativa. Su participación en la Educación ha ido adquiriendo cada vez una mayor dimensión, reconociéndose no sólo a través de las legislaciones, incluida la propia Constitución española de 1978, sino también con las numerosas y diferentes medidas para lograr esa participación de las familias en la institución escolar. Sin embargo, la participación es un fenómeno complejo que muestra diversos aspectos en la relación familia-escuela, desde los cauces más formales e institucionales (AMPAs, Consejos Escolares, etc.) hasta otros de carácter informal como los movimientos sociales; desde aquellos que son de carácter individual (tutorías) a los de carácter colectivo (proyectos escolares). Además, la participación también depende no sólo del papel y la implicación que adopten las familias, sino del resto de la comunidad educativa, especialmente equipos directivos y docentes, determinantes en este proceso. El presente artículo analiza cómo han evolucionado los discursos sobre la participación partiendo de un trabajo de campo de carácter cualitativo.Palabras clave: Familias, Escuela, Participación, Educación. Abstract: Families are one of the pillars that compose the educational community. Their participation in Education has been acquiring a greater dimension, as it is being recognized not only by means of legislation, including the 1978 Spanish Constitution itself, but also thanks to the many different measures to achieve family involvement in the educational institution. However, participation is a complex phenomenon that shows various aspects of family-school relationship, from the most formal and institutional ways (AMPAs, School councils, etc.) to other informal ways such as social movements; from those of individual nature (personalized tutoring) to other which have a collective character (school projects). Besides, participation also depends not only on the role and involvement of families, but also on the rest of the educational community, especially school management teams and teachers, which are crucial for this process. This paper discusses how discourses focusing on participation have evolved, implementing qualitative field research.
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