La Familia y su participación en el proceso educativo de los niños del sexto año de la U.E.M. Intercultural Bilingüe Chibuleo.

Abstract

This study describes parents’ participation forms in relation to the community’s ancestral knowledge, or the lack of it, within their children’s learning process. The main objective is to characterize the situations and forms of family participation in the learning process of 6th year elementary school children of the Chibuleo. Bilingual Intercultural Millennium Educational Unit to enhance ancestral knowledge and beliefs. The research design was determined through the ethnographic paradigm with a qualitative approach, relying on the case study, which allows detailing the factors that influence the participation of parents, thanks to the participatory observation in the field. Due to the nature of our pre-professional practices in virtual mode, we requested information from parents regarding their participation towards their children’s learning process. However, only a few parents provided the requested information, therefore, we decided to go to their school to have a better dynamic. For data collection, a semi-structured interview was conducted to thirteen key participants; six parents that are close to the educational institution, the teacher, and six elementary school students that are in year six. These data allowed us to analyze the situations and forms of participation of parents in the learning process of the students, the circumstances and reasons that prevent greater participation with the ancestral knowledge that they showed they possess were also disclosed. According to educational practices and legal documents governed by EIB, it is needed to find mechanisms and alternatives to comply with the proper forms of self-education that are based on the knowledge of each community, seeking the direct participation of the community, family, and managing to potentiate the teaching of ancestral knowledge and knowledge in the educational process.