Representaciones sobre la relación familia – escuela en el subnivel de básica media desde la Teoría de Continuidad - Discontinuidad.

Abstract

This study investigates the representations of the family-school relationship in middle basic education, using the theory of continuity-discontinuity. It explores the perspectives of teachers, students, and families in a fifth-grade educational context in Ecuador, identifying socioeconomic and time-related barriers that limit family involvement and affect students' academic performance and socio-emotional well-being. Through a qualitative-ethnographic approach, including participant observation, interviews, kinetic drawing, surveys, and curriculum document analysis, the research reveals a significant disconnection between family perceptions and student experiences. Strategies are proposed to improve this relationship, such as flexible schedules, effective communication methods, emotional support programs, and integrative activities that promote collaboration between parents, students, and teachers.