Acompañamiento pedagógico a las familias con baja instrucción escolar para atender la vida escolar de sus hijos

Nelly Katiusca  Quintero Saltos; Diana Magdalena  Meza Bravo; Evelyn Jazmín  Henríquez Antepara; Giselle Aurelia  Rodríguez Caballero

doi:10.51736/sa.v7iEspecial 3.268

Authors

Nelly Katiusca Quintero Saltos Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0002-4301-7921
Diana Magdalena Meza Bravo Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0005-4319-4452
Evelyn Jazmín Henríquez Antepara Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0001-7465-2376
Giselle Aurelia Rodríguez Caballero Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0002-5368-6371

DOI:

https://doi.org/10.51736/sa.v7iEspecial%203.268

Keywords:

low school education; pedagogical support; family; EGB; strategy.

Abstract

Teachers play a fundamental role in the educational training of students, but collaboration between teachers and families is crucial for children's academic success. When families actively participate in their children's learning process, a valuable support system is created that promotes academic progress and promotes interest in learning. Just as students need guidance in the classroom, it is beneficial to guide families on how they can better support their children, especially for those with low school education. The objective of this research is to develop a strategy to guide pedagogical support for families with low school education to attend to the school life of their children. The research was part of the qualitative-quantitative research model with a type of phenomenological research. As a technique, the interview was used and as an instrument, the questionnaire was applied to the population under study, consisting of parents of two groups of fourth year Basic General Education in Ecuador (EGB) in an educational unit in Ecuador. Posttest results indicate widespread progress in multiple areas of students' academic, social, and personal development, suggesting that the pedagogical accompaniment program has been effective in its goal of promoting students' overall success and well-being. . The proposed strategy was evaluated by expert criteria as Very relevant.

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