El objetivo de este trabajo es explorar las relaciones entre la escuela y la comunidad a través de un tema que quizás pueda parecer ya olvidado o, incluso, pasado de moda, “los tradicionales deberes”, pero que podría convertirse en un buen punto de partida para establecer nexos entre la educación formal e informal. Tras analizar qué piensan sobre ellos las familias, los niños y las niñas y también los educadores y educadoras, se hacen algunas propuestas orientadas a tender puentes entre diferentes situaciones educativas.
Get full access to this article
View all access options for this article.
References
1.
ChaiklinS. (1993). Understanding the social scientific practice of Understanding practice. En ChaiklinS.LaveJ. (Eds.), Understanding practice. Perspectives on activity and context (pp. 377–401). Nueva York: Cambridge University Press.
2.
GallimoreR.GoldengergC. (1993). Activity settings of early literacy: Home and school factors in children's emergent literacy. En FormanE. A.MinickN.StoneC. A. (Eds.), Context for learning. Sociocultural dynamics in children's developmental. Nueva York: Oxford University Press.
3.
GelmanR.MasseyC. M.McmanusM. (1991). Characterizing supporting environments for cognitive development: lessons from children in a museum. En ResnickL. B.LevineJ. M.TeasleyS. D. (Eds.), Shared cognition: thinking as social practice (pp. 226–256). Washington, DC: American Psychological Association.
4.
HeathS. B. (1983). Ways with words: language, life, and work in communities and classrooms.Cambridge: Cambridge University Press.
5.
HeathS. B. (1986). Sociocultural contexts of language development. En Beyonnd language: social and cultural factors in schooling language minority students (pp. 143–186). Los Angeles: Evaluation, Dissemination and Asseseement Center, California State University.
6.
LacasaP. (1994). Construir conocimientos: ¿saltando entre lo científico y lo cotidiano?II Seminario sobre Constructivismo y Educación.Sta. Cruz de Tenerife: Noviembre, 1994.
7.
LaosaL. (1978). Maternal teaching strategies in Chicano families of varied educational and socioeconomic levels.Child Development, 49, 1129–1135.
8.
LaosaL. (1980). Maternal teaching strategies in Chicano and Anglo-American families: the influence of culture and education on maternal behavior.Child Development, 51, 759–765.
9.
LaveJ. (1991). Situated learning in communities practice. En ResnickL. B.LevineJ. M.TeasleyS. D. (Eds.), Perpspectives on socially shared cognition (pp. 63–84). Washington, DC: American Psychological Association.
MollL.GreenbergJ. B. (1990). Creating zones of possibilities: Combining social context for instruction. En MollL. (Ed.), Vygotsky and education. Instructional implications and applications of socio-historical psychology (pp. 318–348). Cambridge, MA: Cambridge University Press.
12.
RogoffB. (1994). Developing understanding of the idea of communities of learners.Mind, Culture and Activity, 1 (4), 209–229.
