Prácticas educativas familiares en contextos de vulnerabilidad social

Abstract

The study of family educational practices (FEP) has been the opportunity to understand the dynamics or private family situations and their scope in the processes of modeling the identity of the subjects. Through the study of these practices, the perception that different family actors have about the way in which rules, authority, affection, control and communication are constructed and taught is made visible. This article describes the FEP that a group of children and adolescents located in one of the localities of Bogotá that reports a higher poverty index and violation of their basic rights perceive from their parents or caregivers. The objective of this research was to make a quantitative description of the way in which FEP operate in a particular social context. This description used the identification scale of "Family Educational Practices" constructed and validated by Alonso García and Román Sánchez (2003a). The main findings show authoritarian-balanced FEP, girls and adolescents report the highest percentage of these practices. Another notable finding has to do with the balanced FEP reported by the children of family groups displaced by the violence. In general, the data did not run in a typical way, as each of these contradicted what other studies that used the same instrument, reported.