ResumenPartiendo de una etnografía realizada durante nueve meses en 11 centros escolares de Cataluña de educación infantil y primaria y secundaria obligatoria (ESO) sobre la participación de las familias, este artículo se centra en la participación colectiva de las familias a través de las asociaciones de madres y padres de alumnos (AMPA) y analiza el papel de esta entidad en los centros, así como señala los puntos débiles y las fortalezas desde el punto de vista de los propios actores. Se concluye que la buena gestión y funcionamiento de las AMPA es uno de los factores clave en la conformación de dinámicas positivas de relación y participación de las familias, a la vez que tendrían que redefinir su papel y funciones en el contexto actual. Palabras claveEscuela, familias, puntos débiles, fortalezas, actuaciones, retos, asociaciones de madres y padres. AbstractBased on an ethnography conducted during 9 months in 11 schools of Catalonia, pre-school and primary education and compulsory secondary education (ESO), concerning the participation of families, this article focuses on the collective participation of families through parents' associations (AMPA) and analyzes the role of this entity in the centers, pointing out the weaknesses and strengths from the viewpoint of the actors. It concludes that good management and functioning of the AMPA is one of the key factors in shaping positive dynamics of relationship and family involvement, but AMPA would have to redefine its role and functions in the current context.
The establishment of effective communication channels is the basis of building good relations and encourages the participation and involvement of families. In primary schools, there is an increasing need to implement new channels of information and communication with families, as new technologies are a fundamental tool. Furthermore, if we consider the presence of foreign students in the center, this need is even more pressing. A new emerging channel is educational platforms. The focus is on their use as an innovative element in school-family communication and on how to improve family involvement in the school. This paper is framed in the project "cultural diversity and equal opportunities at school" (recercaixa2015 call) and the perceptions and attitudes of teachers and families on educational platforms were explored as a tool for information and communication between school and family. It is based on the results of an ethnography (in-depth interviews and observations) carried out in ten schools in Catalonia with a high percentage of immigration, during the 2017-18 school year. Among the main results, accessibility and ease of use, digital literacy, aptitude, speed of communication, information control, are both weak and strengths points, highlighted by both interlocutors (teachers and family members). In all the schools studied some actions have been implemented to favour their use and eliminate some identified barriers.
Este artículo busca el reconocimiento del trabajo de los educadores de adultos y sus luchas desde el fin de la dictadura hasta la actualidad para asentar las bases de la educación de adultos.Con una metodología cualitativa de corte exploratorio, basada en entrevistas en profundidad a los profesionales que estuvieron involucrados, este artículo describe los or ígenes, las dificultades encontradas y los procesos llevados a cabo en la creación y reconocimiento oficial del centro de educación de adultos Joan Carles I, situado en el barrio de La Mariola de Lleida, que tiene una idiosincrasia propia.
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