The object of study that is addressed in this article corresponds to specific challenges and demands that professionals that make up the psychosocial pairs of several schools in the Ñuble Region identify. Due to the nature of the object, the approach corresponds to the qualitative methodology based on the socio-phenomenological approach. The data production was made in 10 working groups constituted by professionals that make up psychosocial pairs. As main findings we see that, from the perspective of the actors, the task of the psychosocial pairs is mediated by three fundamental critical issues, which operate from totality: context, normativity and action. Thus, psychosocial pairs work in schools as a result of a pro-inclusion policies framework, which has been pressing for more than a decade. Its incorporation to the educational system presents various difficulties linked to job insecu...

El objeto de estudio que se aborda en este artículo corresponde a desafíos y demandas concretas que identifican los profesionales que conforman las duplas psicosociales de diversas escuelas de la Región de Ñuble. Dada la naturaleza del objeto, el abordaje corresponde a la metodología cualitativa a partir del enfoque sociofenomenológico. La producción de datos se realizó a partir de 10 grupos de trabajo constituidos por profesionales que conforman duplas psicosociales. Como principales hallazgos encontramos que, desde la perspectiva de los agentes, el quehacer de las duplas psicosociales está mediado por tres nudos críticos fundamentales, los cuales operan desde una lógica de totalidad: contexto, normatividad y acción. De esta forma, las duplas psicosociales se instalan en las escuelas como consecuencia de un entramado de políticas pro-inclusión, que presiona hace más de un...

El artículo expone los resultados de una investigación cuyo objetivo fue develar las representaciones que poseen padres y madres respecto de la relación familia- escuela en el contexto rural de la comuna de Quillón, Chile. Se utilizó la metodología cualitativa, empleando la entrevista en profundidad. Se entrevistó a veinte sujetos.Los resultados indican que las familias otorgan al profesorado un papel clave para el establecimiento de una adecuada relación familia-escuela. Esta representación se sustenta en el reconocimiento de la naturaleza burocrática de la institución escolar. El cómo se modela la participación de las familias está determinado por la relevancia que asignan al buen desempeño escolar de sus hijos. Precisamente, los momentos, instancias y formas en que participan las familias están relacionados con el valor asignado a estas para potenciar los resultados ...

The article presents the results of a research aimed at revealing the representations that parents have on the family-school relationship in the rural context of Quillón, Chile. Qualitative methodology is used, using in-depth interview. Twenty subjects are interviewed. Some results indicate that families give teachers a key part to establish a proper family-school relationship. This representation is based on the recognition of the bureaucratic nature of the school. How the family involvement is modelled is determined by the relevance assigned to the school success of their children. Indeed, moments, instances and ways in which families participate are related to the value assigned to them to enhance academic results.

The article presents the results of a research aimed at revealing the representations that parents have on the family-school relationship in the rural context of Quillón, Chile. Qualitative methodology is used, using in-depth interview. Twenty subjects are interviewed. Some results indicate that families give teachers a key part to establish a proper family-school relationship. This representation is based on the recognition of the bureaucratic nature of the school. How the family involvement is modelled is determined by the relevance assigned to the school success of their children. Indeed, moments, instances and ways in which families participate are related to the value assigned to them to enhance academic results.

The purpose of this study is to reveal the meanings of the family-school relationship, specifically in the field of participation, from the perspective of teachers who work in rural schools in the commune of Bulnes, Chile. From the methodological point of view, the qualitative study is placed under the comprehensive interpretive paradigm, the data production technique corresponds to the semi-structured interview in a single session. The analysis of the discourses is developed through semantic structural analysis. Among the findings we have that: about parenting, the absence of norms from a permissive style is noted, the importance of the teacher's role in working with the psychosocial couple. Regarding volunteering, its facilitators are the proper functioning of a school, which has positive effects on learning and motivation. Finally, it is concluded that a well-organized school promotes...