Familias homoparentales en la escuela públicaestudio de caso de la intervención escolar sobre la diversidad familiar

Abstract

In this doctoral thesis the factors that favor and hamper the school intervention of family diversity are described and analyzed. From a qualitative perspective, the case of a public school will be studied, with pre-primary and primary education where there are students from homoparental families. To what extent schools are reproducing this traditional model of family? What factors promote and hamper school intervention about family diversity? In order to answer these questions, the following aspects will be analyzed throughout this thesis from an overview of family diversity: Some elements of school culture related to the family; the measures included in the School Educational Project; activities related to the family and the methodological procedures used; the importance that the educational community gives to these educational practices; Teacher training needs; and family models included in textbooks. On the other hand, the school reality of homoparental families in an specific way; that is to say, it focuses on the difficulties which are perceived by teachers in school inclusion of homoparental family model; the attitude of the education community in these families; discrimination, ridicule or rejection experienced by these students and the responses given to these incidents by the school. With the findings, we intend to obtain a greater understanding as well as a wider knowledge regarding the treatment of family diversity in schools, and school reality of homoparental families, with the intention to intervene in those necessary aspects so that educational quality and inclusion are completely achieved. According to Valcarce (2011), the school will not become inclusive if you keep turning your back to family diversity, if you continue ignoring or even denying this reality.