Between consensus and conflict: Schools and parents negotiating the educational trajectories of students at risk of early school leaving

Marta Curran

doi:10.22325/fes/res.2022.119

Autores/as

Marta Curran Departamento de Sociología Aplicada, Universidad Complutense de Madrid https://orcid.org/0000-0003-1956-7616

DOI:

https://doi.org/10.22325/fes/res.2022.119

Palabras clave:

relación familia-escuela, habitus familiar, habitus institucional, abandono escolar prematuro, trayectorias educativas

Resumen

Es abundante la literatura que sitúa la relación familia-escuela como un factor clave en la mejora del rendimiento académico y la prevención del fracaso escolar. Lo que no queda suficientemente claro es, sin embargo, de qué modo tienen lugar estas interacciones y cómo impactan en la vinculación escolar de los y las jóvenes. Desde una aproximación bourdiesana, esta investigación hace uso de los conceptos de habitus familiar y el habitus institucional con el propósito de explorar cómo se construyen las relaciones familia-escuela y de qué modo estas interacciones están fuertemente sesgadas desde una perspectiva de la clase social. A partir de un estudio cualitativo basado en entrevistas en profundidad a profesorado y familias de 4 institutos públicos de Barcelona, el artículo analiza los factores que explican relaciones más o menos armoniosas entre ambos agentes. Los resultados de este artículo contribuyen a arrojar luz sobre la desafiante relación entre familia y escuela, teniendo en cuenta diferentes contextos socioculturales que condicionan dicha interacción y sugiriendo algunas implicaciones en términos de política educativa desde una perspectiva de la justicia social.

Biografía del autor/a

Marta Curran, Departamento de Sociología Aplicada, Universidad Complutense de Madrid

PhD in Sociology from the Universidad Autónoma de Barcelona and she is currently a professor of Sociology of Education at the Universidad Complutense de Madrid. Member of the research group Globalization, Education and Social Policies [Globalización, Educación y Políticas Sociales] (GEPS) of the UAB and of the Research Group in Sociology of Education [Grupo de Investigación en Sociología de la Educación] (GRISE) of the UCM where she has participated in several competitive research projects at the international and national level and has published in several impact journals. Her research focuses on the analysis of inequalities in education, policy analysis and educational transitions. In addition, she has worked as a consultant for various organizations and public entities on projects focused on early school leaving and transitions between school and work.

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