Vinculando escuela, familia y comunidad a través de los fondos de conocimiento e identidad: un estudio de caso con una familia de origen marroquí
The purpose of the study presented in this article, grounded in sociocultural theory, was to describe the funds of knowledge and identity of Moroccan family and student in Catalonia, Spain, and to document how teachers can detect families’ “funds of knowledge” and students’ “funds of identity” to ma...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/9454 |
| Acesso em linha: | http://hdl.handle.net/10256/9454 |
| Access Level: | acceso abierto |
| Palavra-chave: | Identitat (Psicologia) Identity (Psychology) Família i escola Home and school Educació inclusiva Inclusive education Ensenyament -- Innovacions Educational innovations Ensenyament -- Mètodes experimentals Education -- Experimental methods |
| Resumo: | The purpose of the study presented in this article, grounded in sociocultural theory, was to describe the funds of knowledge and identity of Moroccan family and student in Catalonia, Spain, and to document how teachers can detect families’ “funds of knowledge” and students’ “funds of identity” to make direct links from students’ lives to classroom instruction. It is used a qualitative design, employing several techniques: interview, self-portrait, meaningful circle, genogram and photographs to illustrate family educational routines |
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