Las familias ante las escuelas en estudios chilenos: Algunos supuestos bajo sospecha

DOMINIQUE TARYN MANGHI HAQUIN, Elsa Mariá Castrillón-Correa, Héctor Cárcamo-Vásquez, Andrea Precht

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva


This paper discusses the production of meaning concerning relationships between families and schools in Chile. We analyse 25 articles corresponding to the Chilean scientific production of 9 authors since the beginning of the 2000s. The analysis uses the Funds of Knowledge approach as an interpretive framework and is guided by the following questions: Who are the agents involved? why do they relate to each other? what is their purpose?, and how is this relationship expressed? Findings highlight how the concept of family is configured and how it is used. Regarding the first, we see an imbalance between the precision with which the school is defined and imprecision regarding the family. Concerning the second, we highlight an instrumental logic in the relationship. The studies refer to the family in general terms, assuming consensus in its definition. It is concluded that research as a social task has a performative effect, contributing to the naturalization of the family under the principle of functionality/dysfunctionality. The results invite us to raise suspicions about the notion of family crystallized in research and to open up to the subjective experience of the subjects and to avoid normative and traditional definitions.

Título traducido de la contribuciónFamilies in front of the schools in chilean researches: Some suspicious assumptions
Idioma originalEspañol
Páginas (desde-hasta)27-40
Número de páginas14
PublicaciónRevista Internacional de Educacion para la Justicia Social
EstadoPublicada - 28 may. 2021
Publicado de forma externa

Palabras clave

  • Family
  • Parentschool relationship
  • School
  • School-community relationship, funds of knowledge


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