Resumo

CARCAMO VASQUEZ, Héctor  e  JARPA-ARRIAGADA, Carmen Gloria. Relación familia-escuela: implementación de una estrategia pedagógica constructivista en la formación inicial docente en Chile. Espac. blanco, Ser. indagaciones [online]. 2023, vol.33, n.2, pp.95-95. ISSN 1515-9485.  http://dx.doi.org/https://doi.org/10.37177/unicen/eb33-363.

The article describes the implementation of a pedagogical strategy for the comprehensive analysis of the family-school relationship in initial teacher training in Chile. Constructivist-based pedagogical innovation activates learning by discovery according to the model proposed by Bruner (1978). Studies that address the family-school relationship are abundant in practicing teachers but very scarce in students who are trained as future teachers. The conclusions show that pedagogical innovation mobilized fundamental competences in the future teacher and allowed the development of metacognitive skills that facilitate the integration of previous learning, biographical aspects of the student, theoretical frameworks and a representation of the family-school relationship expressed in forms, moments, spaces, instances, agents and roles. Integrating the family-school relationship in the training of the future teacher is favorable to the development of better strategies for communication and parental participation, as well as for the improvement of governance in the school.

Palavras-chave : educational innovation; initial teacher training; family-school relationship.

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