In current times, the action of the school as a social institution is not conceived apart from the family, as well as from the community in which it is located, since the social essence of the school and its educational work increasingly establishes the need of a stronger relationship between these factors, in order to fulfill the order posed by society, the comprehensive training of students. The present investigation is directed to the improvement of teachers regarding the orientation of families with an inappropriate emotional environment, this being an issue of vital importance in our society and which has been debated for years, family orientation,Furthermore, it contains terms of interest and usefulness that contribute to satisfying the latent need that is not always well attended by teachers towards the family. In the investigation, theoretical, empirical and mathematical or statistical methods were used in order to achieve a successful and compromising result. The results of the applied instruments are analyzed and a system of activities was applied; once applied, favorable results were observed both in the preparation of teachers and in the orientation towards families.once applied, favorable results were observed both in the preparation of teachers and in the orientation towards families.once applied, favorable results were observed both in the preparation of teachers and in the orientation towards families.
Keywords: improvement, orientation, environment, emotional, inadequate.
Abstract
In the current times, the action of the school like social institution is not conceived far from the family, as well as of the community in which is located, since the social essence of the school and its educational work settles down more and more the necessity of a stronger relationship among these factors, to be able to execute the responsibility outlined by the society, the integral formation of the learners. The present investigation is directed to the improvement of the educational ones as for the orientation of the families with inadequate emotional atmosphere, being this a topic of vital importance in our society and which has been debated during years, the family orientation,also this it contains terms of interest and utility that contribute to satisfy the latent necessity and not always very assisted on the part of the teachers toward the family. In the investigation they were employees theoretical, empiric and mathematical or statistical methods with the purpose of a successful and compromising result. The results of the applied instruments are analyzed and a system of activities was applied, once applied favorable results were observed so much in the preparation of the educational ones as in the orientation toward the families.once applied favorable results were observed so much in the preparation of the educational ones as in the orientation toward the families.once applied favorable results were observed so much in the preparation of the educational ones as in the orientation toward the families.
Key Words: improvement, orientation, atmosphere, emotional, inadequate.
Introduction
Cuban society is immersed in the Battle of Ideas with the purpose that in the first ten years of this century all the people achieve a comprehensive general culture, which poses enormous challenges to education. The National Education System is the protagonist of a profound Educational Revolution that unfolds through numerous programs, aimed at ensuring quality lifelong learning for all citizens.
At the end of the twentieth century, educational history changes course, this fact has repercussions for the world, especially for Latin America, a continent that, due to its underdevelopment, is at a disadvantage to start the “new course of history”.
In the last twenty years there has been an evident inclination towards the search for Latin American thought, and this has led to sensitive generalizations that have, in some cases, interesting results.
The Cuban school has managed to be at the forefront of education in Latin America and the Caribbean, in a first stage due to the total coverage of educational services, which has been joined in recent decades by the achievements shown in the scope of the educational quality, which is currently proposed to increase by creating a set of conditions that further favor the realization of the teaching-learning process.
The effort and sacrifice it has cost for the Cuban state to maintain the beautiful work of Education since the beginning of the triumph of the Revolution is no secret to anyone, no country in the world, however developed, has been able to carry out, with so many results, an educational project like ours, that is why Education as a transcendent activity responds to man in society. It is in line with human nature itself: with its condition of being social; and with its knower-transformer.
Nowadays, the confrontations in the pedagogical field about the school are directed to a critical analysis and transformation, taking into account the relevant role that it occupies in the integral formation of the individual.
It has been stated in the II National Seminar for Educators that “the challenge facing the Cuban educational system must be assumed by all educational subsystems and to fulfill this purpose, a change in the current concepts of teaching and learning is needed, since existing ones hinder reaching these goals ”. (Seminar, 2001)
Nowadays, the confrontations in the pedagogical field about the school are directed to a critical analysis and transformation, taking into account the relevant role that it occupies in the integral formation of the individual.
The transformations that are demanded of the primary school today must be aimed at reshaping its operation so that it fulfills the socializing role that corresponds to it more efficiently.
The school, together with the family, has historically played an important role in the socialization process of children and young people. This socialization, considered as a set of processes through which the individual assimilates social and cultural experience and is inserted into the society in which he lives, has education as its nucleus, through which this becomes possible.
Achieving adequate socialization in each of our children and youth is the main social function of the school, also called its socializing function.
However, for the achievement of this aspiration, the educational work of the school is not enough, factors such as the family, the first socializing institution of the human being, the community, the groups in which the individual develops, also play an important role, the mass media of diffusion and information, and work, among others.
The importance of the work that corresponds to the school lies not only in its own action with the schoolchildren, but in coordinating the action with the rest of the factors, mainly the family and the community, so that greater coherence is achieved in the models and ways of acting that reach them, to contribute successfully to their current and future social insertion.
It is considered to reflect on this matter, stating that Cuban society immersed in transformations, fundamentally in the educational sphere, aspires to a comprehensive education both in the student, family, teacher and community, constituting this at present a challenge for all teachers, that is, its improvement.
From the pedagogical point of view, the leading role corresponds to the teacher, to him corresponds the honorable, responsible state task of the communist training and education of the new generation as well as an adequate orientation to the family.
There are resolutions regarding the methodological work of teachers aimed at a higher quality of their professional work, such as Circular Letter 01/00, Circular 106, Ministerial Resolution 300/79, Ministerial Resolution 290/86, Ministerial Resolution 85/99, among others that They are still in force, having implicit clarifications and indications from the Ministry of Education, also bibliographies such as The Orientation in the Pedagogical Activity of Basilia Collazo, Towards the improvement of primary school, as well as other normative documents aimed at a better and higher quality of work of the teacher in the teaching-educational process including families.
In the Congress of Education and Culture held in 1971, the Federation of Cuban Women became a promoter of the exemplary parents movement for education to help the teacher in their activity.
Guided by the Ministry of Education, the School for Parents arises, then in coordination with community factors, the Popular Schools for Parents, in the heat of the agreements and the Resolution on Educational Policy.
In 1989 there is a refinement of this work with the family and they were extended to the whole country. Mass distribution spaces were created such as: Our children, What do you think. Teacher ?, Educate your son, Hello mom, Making roads. Also in the 1990s, a community education program was created known as the Program for Life, which has family education within its thematic axes.
There are normative documents through which the family is governed, such as: The Constitution of the Republic of Cuba proclaimed on February 24, 1976, the Code of childhood and youth approved by the National Assembly of People's Power on June 28, 1978 as well as the Family Code promulgated by Law No. 1289 of February 14, 1975. There is a municipal CDO which has a positive and guiding impact on the representatives of all the teachings, also each primary school has the presence of a speech therapist and of a Community Preventive Work Support Commission, whose function is to guide and monitor both the teaching staff and the family and community, there is also in the municipality the House of Orientation to Women and the Family directed by the FMC,which has a total of 62 specialists.
Development
Methodological work in the Cuban school. A current perspective.
Within the optimization of the teaching-educational process, the methodological work constitutes the main route for the preparation of teachers with a view to achieving the concretion of the system of influences that allow compliance with the main directions of educational work, as well as the priorities of each teaching.
In order to achieve an adequate application of the indications contained in the documents prepared on methodological work, among which is Resolution 85/99, it is necessary to systematize various ideas and accumulated experiences regarding the conception of methodological work, its types and forms of implementation., aimed at achieving greater effectiveness in the preparation of teachers.
The methodological work is the system of activities that is permanently executed with and by the teachers at the different levels of education to guarantee the transformations aimed at the efficient execution of the teaching-educational process, and that, in combination with the different forms of Professional and postgraduate improvement, allow to achieve the suitability of the cadres and teaching staff, which must be designed in correspondence with the diagnosis of each school.
The methodological work should constitute the main way in the preparation of teachers to ensure that they can be concretized in an integral way to the system of influences that they exert in the training of students to comply with the main directions of educational work and the priorities of each teaching.
Considering the above, the author refers that one of the objectives of the methodological work lies in raising the political-ideological, scientific-theoretical and pedagogical level of the teaching staff with a view to optimizing the teaching-educational process.
In the Ministerial Resolution 300/79 in its article 116 methodological work is defined as an activity that is carried out systematically by the teaching staff to achieve the improvement and deepening of their knowledge, the strengthening and development; of their creative abilities and the elevation of their level of preparation for the exercise of their functions.
According to Dr. Mario Luis Gómez Ivizate in his thesis, he considers that methodological work is evidenced as an intrinsic element in the development of the teaching-educational process in a school, and its quality depends on the efficiency with which the work system is organized and executed. methodological center or pedagogical group.
In this sense, it refers to article 205 of Resolution 150/83 which specifies that methodological work is the systematic and permanent activity of teachers aimed at maintaining and raising the quality of the teaching-educational process by increasing the pedagogical mastery of pedagogical scientific tables.
Among the essential criteria to take into account to achieve an adequate conception of the methodological work we find:
- Establishment of priorities starting from the most general to the most specific. Differentiated and concrete nature of the content based on the problems and needs of each instance and group of teachers. Rational combination of the philosophical, political, scientific-theoretical and pedagogical elements in the content of the work Systemic nature, taking into account the guiding function of the objectives, by linking different organizational levels and types of activities.
In methodological work, it is necessary to attend to two fundamental directions based on content and objectives: teaching-methodological work and scientific-methodological work.
The teaching-methodological work guarantees the improvement of the teaching-educational activity through the use of the most up-to-date contents of the pedagogical sciences and the corresponding particular sciences.
The tasks of the teaching-methodological work are:
- Search for the best ways and means of educational work in order to achieve the proposed training objectives in the students Determine the content of the different organizational forms of the teaching-educational process Recommend the logic of the development of content by classes, based on which the teacher can develop their lesson plan Stimulate the initiative and creativity of each teacher Encourage the exchange of experiences by generalizing the best ones, which should be collected in the preparation of the subject Analyze, develop and determine the control system and learning assessment.
Theoretical budgets that serve as a basis for the improvement of teachers.
Cuba, the first socialist country in Latin America, is part of the World Socialist System. This system in a short historical period, emerged after the crushing of fascism by the USSR, as a result of the end of World War II, has demonstrated its complete superiority over the capitalist system in all sectors of social life and has become a decisive factor in the course of events in contemporary society.
Nowadays, the confrontations in the pedagogical field about the school are directed to a critical analysis and transformation, taking into account the relevant role that it occupies in the integral formation of the individual.
The transformations that are demanded of the primary school today must be aimed at reshaping its operation so that it fulfills the socializing role that corresponds to it more efficiently.
It is considered that the improvement in which the teacher is inserted is carried out during the methodological work carried out in the school as a way to increase the preparation of teachers and consequently raise the quality and optimization of the entire teaching-educational process.
This is developed on the basis of:
- Systematic preparation and / or methodological meetings Carrying out methodological and demonstrative classes Carrying out open classes Collective subjects, departments, cycles Carrying out Joint Methodological Training
Improvement of teachers: "It is to do something that closely resembles their ideal, improve quality, add, complete all the necessary requirements for an act to be fully effective." (Grijalbo Mondadori)
It is considered that the improvement of teachers consists of improving the quality of their teaching activity through the application and preparation of teaching materials with a scientific basis, in a permanent and systematic way.
Like the students, teachers have to insert themselves into the life of the school in such a way as to achieve greater personal involvement, improve communication mechanisms with the students, with the rest of the teachers and school workers, as well as with families and community members.
The transition from the school to the improvement of its work is a process of a complex nature, which involves placing all workers, students, family and community as the true protagonists.
Likewise, it takes place in stages that are not given equally in all schools because they depend on many factors, including their initial conditions, their potentialities and the characteristics of their personnel and environment.
However, whatever the initial starting conditions of the school, it is necessary that all personnel who are willing to act to achieve its improvement have the same representation of which school is aspired to, what objectives should be achieved in the students and what demands of those who participate to achieve these objectives.
The school improvement process must be characterized by:
- A driving style that ensures the participation of students, teachers, workers and parents, so that they occupy a leading place in decision-making and in the execution of activities Recognition and appreciation of the role of each member of the group in the achievement of the proposed objectives The stimulation of the creative performance of all the members of the group The flexibility necessary to conceive and decide to carry out tasks, adjusting to the needs and conditions of each group, without losing sight of the Accomplishment of the goals.
Compliance with these requirements conditions that from the time the group begins to be interested in the idea of starting to improve its work, it must make use of procedures in conducting the analyzes, which favor exchange, critical and deep self-assessment of the achievements and the insufficiencies that the educational work of the school presents. This requires the use of techniques that allow making comparisons between the opinions and representations that each member of the group has and the conception and aspiration contained in the proposal conceived to improve the school.
The methodological preparation at school is the system of activities that guarantees the pedagogical preparation of the group for the optimal development of the teaching-educational process. The comprehensive approach to methodological preparation allows to specify the teaching-methodological work by guaranteeing the elevation of the political-ideological, scientific and pedagogical level of each teacher, which is specified in the preparation and development of the class.
It is necessary to consider on the part of the author that when this activity is planned, organized, executed and controlled correctly, the results improve, as teachers and professors improve their work, which is demonstrated in practice with their students, achieving a higher quality in their learning as well as the families are better oriented in ways of preventing the procedures to be used in the behavior with their children.
The school. Its interrelation with the family in the fulfillment of its socializing function.
Understood in its broadest sense, Education, as we have seen, constitutes a complex system of influences, in which the entire society participates. These influences, which are exercised with the aim of ensuring the assimilation and reproduction of all the previous cultural heritage, as well as of existing social relationships, generally act as processes of cooperation and social communication, in which men play the role of active subjects and creators.
The school is the institution that continues and complements the process started at home. It is the place where said preparation must be completed and other extracurricular factors and social organizations must be brought together to fulfill its social function. It is necessary for the teacher not only to know at the conceptual level the essential elements of the School, the Family and the Community, but to internalize the importance of the Interaction of these three factors for the development of the educational teaching work how to interrelate them, know the ways to be able to characterize each one of them and as a result of this characterization to be able to direct an efficient work of orientation to the family, to know the educational potentialities of the community and to use them according to the school, to know their own school,achieving a greater identification with it, all of which will facilitate the development of Intervention strategies for each of the factors evaluated in a comprehensive manner.
The school has to deepen its educational work to reach the family environment, providing methods, encouraging family participation in learning tasks, effective educational styles, preparing them grade by grade for the changes that occur in their children, recognizing ways actions that favor an educational environment with a predominance of an adequate emotional atmosphere of peace at home and in the community, ensuring that each teacher knows how to attend to the diversity of homes.
The above reflections facilitate the understanding of the need for transformation and enrichment of the actions of educators in a process that must occur in correspondence with the environment in which they work, as a conscious premise of its important role in the direction of school development where the The community acquires an important place as a stage for citizen participation, providing them with spaces full of potential that can become powerful educational forces .
There are multiple criteria about the school and its functions, for example: Dr. Antonio Blanco defines the school as: the primary link of any educational institution, in the broad sense it is the center where the educational, teaching-learning process is developed and established Direct relationships organized between the participants in the education process. And from the Sociology of Education conceives it as:
- “Social institution; component of the educational system Work community, made up of the pedagogical collective and the student collective System of social relations that includes both those established between members and those that function between them and the rest of society, family, community, organizations social ”etc. (Blanco Pérez, 1995.)
In short, the school is the most important cultural center of the community, made up of the teaching and school collective and other teaching support workers, as well as the relationships established between them and other extracurricular, social and political organizations.
Referring to the school, Martí said: "At school you have to learn how to handle the forces with which you have to fight in life." (Martí Pérez, 1961)
Forces that are both material and spiritual, because it is knowing a trade, but above all it is having developed the capacities, intelligence and virtuosity to be able to contribute to the solution of the problems that life imposes on a daily basis. The school must compensate the primary needs in family education.
On this action of the school the MSc. Elsa Núñez expressed… “the school as well as the family educates at all times, but with the difference that its action takes place in a planned, conscious and systematic way. Furthermore, its objectives are drawn on scientific bases, which places it in a very favorable position and sometimes with great advantages with respect to the family itself, to favor and contribute to the individual's socialization process ”. (Núñez, 1995)
These characteristics of school institutions also favor the possibility of helping the family to increase their preparation in order to better fulfill their educational function. So it can be said that the family and the school are inextricably linked in the achievement of a main objective: educating children, students, for their better insertion in society.
The teacher, in his role as counselor, facilitates the activation of the family's potential from the relationship he establishes with the parents of the schoolchildren, using different techniques or mechanisms. Another concept of value for family orientation is that of «levels of help», with which Vigotsky seeks, from a dynamic and developmental conception of the diagnosis, in this case the family diagnosis, to test, evaluate, the latent potentialities of the parents for the education of their children.
Among the psychopedagogical conceptions that are assumed, there is the one that has followed the historical approach of LS Vigotsky and his collaborators, which focuses on the integral development of the personality, which without ignoring the biological component of the individual, conceives it as a social being whose development will be determined by the assimilation of the material and spiritual culture created by humanity.
It is appropriate to refer to one of the illustrious Cuban educators of the 19th century: José de la Luz y Caballero, when in one of his speeches on the occasion of the Colegio del Salvador examinations he stated:
“When father, teacher and student cooperate in education and each one contributes to the part indicated in this outline, when the three members of this trinity, linked by the bonds of affection and respect, work in consumption and animated by the same spirit to save men and peoples of the original sin of ignorance, then and only then can education become the fruitful source of all desirable goods… ”. (Light, 1950)
The school together with the family has historically played an important role in the socialization process considered as a set of processes through which the individual assimilates the social and cultural experience, and is inserted in the society in which he lives, has as its nucleus the education, whereby this is made possible. Achieving an adequate degree of socialization in each child is the main social function of the school, this being called a socializing function.
Of course, the school without the family, the community, the social groups in which the individual operates, work, among others, cannot carry out this function.
Che in his article: Socialism and the man in Cuba makes reference to the lack of a model man, worthy of imitation; the man of the 21st century, the one who has a comprehensive training, a communist education, who does not have traits of ostentation, individualism, on the contrary, the revolutionary who dedicates himself to the cause unconditionally and faithfully until its last consequences, but is a producer of front line, stripped of double standards and other prejudices left by the previous society.
That is the end and the objective of the Party and the Cuban State as a social task of education. The school is among all the institutions to which corresponds a fundamental mission because it has better possibilities to systematize the education process according to the objectives, adjusting to the particularities of the ages, community environment, the family, using the technical potential trained for such purposes.
That is why the teacher and the school are committed to exercising a guiding influence in all their families, from the perspective of diversity.
This is where the words of our Commander-in-Chief, pronounced in the speech at the opening ceremony of the 2001-2002 school year, are reaffirmed, stating "Parents should be the ones who educate their children and should be the first to educate themselves." (Castro Ruz, 2001)
To face the orientation, it must be based on a deep knowledge of the families of each one of its students, which allows it to accurately assess the influence of their family dynamics on school and integral development. It will be a mistake for the teacher to focus only on the student and forget his family context.
Accepting families in the dimension of their diversity, facilitates exchange and opens the doors to communication. The important thing is to enhance the strengths of each family, above all, that she discovers them herself, an important aspect in the diagnosis, where the family must have an active character.
It is important that the teacher is trained in trying to reveal the qualities and positive traits of each student and each family, as part of the development of their professional skills. It is a necessary attitudinal component to successfully face any action of family help and support.
From this conception of diversity, family orientation must have a differentiated approach. One of the main errors has been in the homogeneous treatment of families, which reveals a lack of flexibility in family orientation.
The family: its historical conditioning seen from the dialectical-materialist conception. Other considerations.
The end of this century is approaching and despite some predictions of death for the family, this has not occurred. The family continues to be the basic social unit, it has resisted the disintegrating effects of modern society. Nothing points to the disappearance of the couple and the family, there is no human group that is capable of replacing their important functions. People at any latitude in the world continue to choose them as a life option to procreate, subsist and satisfy their emotional needs that only the filial ties of closeness, intimacy and love can gratify.
The family as a historical category changes according to social processes; her way of life becomes a determined social structure that serves her context.
Concept of Family according to Federico Engels in his work: "The origin of the family, private property and The State."
"It is defined as the consanguineous group that live together under the authority of one of them, they also consider it as the set of relatives." (Engels, 1985)
From the epistemological point of view, the general theory of systems has significant implications for the social sciences due to its tendency towards integration between different sciences and the unification of theoretical principles. Thus, based on the affirmations of Von Bertalanffy (1971) for whom every organism is a system defines the Family: “Open system that exchanges energies or information with its environment, made up of several units linked together, by behavioral rules and by dynamic functions in constant interaction with each other and exchange with the outside ”. (Bertalanffy)
One of the fundamental contributions of psychology corresponds to LS Vigotsky, creator of the cultural-historical theory of psychic development, who highlights its socio-historical determination and in this sense points out: That the family environment is of important criticism, because many episodes of interaction, of interactive education through which the family provides scaffolding for child development and gives content to its evolution.
To this day the definitions, writings and thoughts of Martí continue to be valid, among which he addressed the subject in question: “Families are like the roots of peoples; and whoever founds one, and gives the country useful children, has the right to have his name remembered with respect and affection when he falls into the last dream of the earth ”.
He also made reference to ": The family united by the similarity of souls is more solid, and is more dear to me than the family united by the communities of blood." (Valdés Galárraga)
Our Commander Fidel Castro Ruz at the Closing of the IV Congress of the Federation of Cuban Women (FMC) expressed: “What the Revolution has done is precisely an incessant exhortation and a demand for collaboration from the family of the essential basic nucleus, in everything that it refers to the formation of the new generations… ”.
Anna Freud defines the family as the intractable framework within which it moves from birth to death.
Patricia Arés Muzio conceptualizes “the family as the natural group of the human being. Legally, it is organized on the basis of marriage, which is usually defined as a social institution in which a man and a woman are legally united in order to live together, procreate, feed and educate their children. Therefore the existence of a person is closely linked to the family environment, this environment surrounds his life, his triumphs and failures. It also proposes that this constitutes the intermediation between the individual and society, is the space par excellence for the development of identity and is the group of socialization of the individual ”. (Arés Muzio, 1990)
The same in 1999, when referring to the transformations that are taking place in the family in current times and trends in Latin America, highlights the structural changes, a decrease in the birth rate, a growing increase in divorce, an increase in the conflict between the assigned and what is assumed in sexual and parental roles, increase in consensual unions, changes in the concepts of authority and obedience.
According to this author, it can also be classified taking into account the cohabitation criterion, which are all those people who live under the same roof, united by constant temporary spaces called homes.
Dr. Alfonso Bernal del Riesgo states that the family is the natural group of the human being that is legally organized on the basis of marriage, which is usually defined as a social institution in which a man and a woman are legally united in order to live together, procreate, feed and educate their children.
Based on the definitions given above, the author considers that all in one way or another have the same conception in common with respect to the family, such as the kinship, conjugal and consanguineous ties that are established through marriage and procreation. of the children.
Addressing in this sense the concept of family in our view is defined as the union of two or more people who share the same home despite the absence of consanguineous, parental or matrimonial ties, establishing relationships of intimacy and reciprocity.
All these conceptions serve as sustenance in the investigation since the concept of the family is seen from remote times imply changes, transformations, it allows us to modify necessary aspects to enrich its development and well-being as a basic cell of society, that is, to change everything that It must be changed and from this position and from this position establish links that allow us to achieve positive results, favorable evolutions always focusing on man as a fundamental being.
The family, as a primary and natural human group, lives and functions as a system of relationships and interactions from within and with the outside. It is a group of people who establish an open dynamic process, which allows the continuous flow of family life.
The conception of the family as a system has had great relevance in the last fifteen years, in which the structural and systemic model of S. Minuchin (1979) had a great influence.
The humanist pedagogical conception recognizes the family as one of the factors with the greatest incidence in the education of the personality of children, adolescents and young people.
Functions of the Cuban family:
This as a social institution fulfills basic functions such as: biological function, economic function and cultural-spiritual function, all of these are complemented in the educational function within which important elements are included such as upbringing, culturalization and socialization as well as psychosocial support and protection.
The fulfillment of the functions of the family is also related to its internal structure, that is, by the relationship between its members, the number of these and the economic, social, cultural and professional status of each one of them. According to these elements, the family has better or worse conditions for the fulfillment of basic functions.
Biosocial function:
It includes affective, love and respect, sexual and reproductive activities, which are present in relationships between family members and couples. At the level of the family, this function guarantees the satisfaction of the emotional and sexual needs of its members, in addition to guaranteeing the expansion of the family.
Economic function:
It involves work activities for material satisfaction, the organization of the economic budget and its consumption, assistance to social institutions. This function guarantees at the micro level, of the family itself, an assurance of the physical existence and development of all members, the distribution of roles and tasks among all and at the level of the entire society, it guarantees the models of domestic action, the reproduction of force. work, raising children and caring for the elderly.
Spiritual-cultural function:
It is present in recreational and free time activities of the family, educational activities, improvement, in general all those that contribute to raising the cultural level of its members. At the family level, these activities guarantee the development of the personality of all its members.
Educational or training function:
Each function in itself allows family members to be involved in educational actions, in each activity rules are proposed, forms of action that allow patterns of behavior to be formed and in this sense the function or training is present and is a consequence of The remaining.
Role that the family plays in the formation of the minor's personality.
The degree of responsibility of the family in the formation of a personality in which individual interests and social interests must be expressed is extremely high. Once again it is necessary to insist on the role that the family plays in the education of children and young people.
Contemporary Psychology points out other indices of the concept of personality such as:
Personality is the person who has assimilated certain physical and psychic particularities present only in him, personality is the individuality, that is to say the peculiar and unrepeatable physical and mental characteristics, their combination, form and level of expressiveness present in a specific person and that distinguish it of all other people. This in its formation and development has three determinants of vital importance: the biological, the psychological and the historical-social.
The main responsible for the education of the new generations are the parents who, in daily life, above all with personal example, educate their children.
Do all families really know their socializing function and in particular the cultural educational one?
Really, empirical experience shows that it is not, and it is here where the school as an institution prepared psychopedagogically, must play its cohesive, guiding role towards the family, as shown by the multiple experiences that are carried out throughout the country's schools, using mechanisms that pay tribute to that unit.
Along with the family in the case of Cuba, as an institution participate a set of institutions and factors typical of each society with the characteristics of the political, economic and social regime, of their way of life in general. Within these institutions, it has a leading role in the socialization of the child in the country, child care centers, schools, pioneer palaces, cinema, social circles, libraries, which together with the technological effort that the Revolution has made in all The levels of education must promote the process of socialization of the individual, and, it is evident that in the way in which it is conceived, its result will or will not facilitate integrated men, prepared for more complex facets of life and Cuban society, the coexistence with yourself,with others and with the physical environment of that society, world and time in which they have lived.
The family educates at all times, in a better or worse way, consciously and unconsciously, systematically or unsystematically, and how is the behavior of all these factors, each family with its own particularities, will be fulfilling with greater or lesser results, its educational function.
The father and mother, the family in general, have their specificities and characteristics as educational agents, using ways, forms and procedures typical of family communication and relationships. However, it would be desirable for there to be a certain degree of coherence between both institutions, family-school, so that a high degree of contradiction in the form and content with which each one of them assumes said function is not harmful.
There is no doubt that, in addition to material interests, man is moved by internal latent forces that are not always easily detected, but that in general are manifested in favor of social development. And these have to settle in the family, their reinforcement will gradually occur in their interaction with the rest of society through the multiple activities and social groups with which they interact.
There is another aspect in intrafamily relationships of great importance in the child's education that should not be neglected, the affective aspect has to flow without defects or excesses, that is, not to be paternalistic, overproctionalist, because it kills the independence of the individual who is forming as a personality, not so rigid, authoritarian and harsh that the lack of affection leads to manifestations of behaviors of this type later and they become rejected, bitter, isolated from the group, introverts who are locked in their world and often do not have aspirations, metacognition fails.
They become sad people who do not communicate easily, because the affection that they needed in their childhood and adolescence, which opens the doors to communication, did not flow and therefore that person will not be able to have adequate development, they lack the most precious thing of the components that form it, the affection, the tenderness, the expressions of love that the family has to sow in its members so that the same human warmth emanates after them, then when this fails, the formation processes of their psyche can affect themselves and have manifestations in behavior in their adulthood, but that can begin to be reflected in their learning in their interpersonal relationships, from the first years of school life.
Communication on the other hand is an indispensable condition of every man's activity but it is not always used adequately in homes to inform or guide children.
The indissoluble unity and harmony between the affective and the cognitive in the development of the personality guarantees that the learning process is carried out efficiently. As a consequence of the difficulties in the emotional volitional sphere and its consequent disharmony between the affective and the cognitive, difficulties arise in learning, in interpersonal relationships and in the dynamics of cognitive processes.
At present, the problem of the organization of a single educational process oriented towards the same goal, from the moment of the child's birth to its social maturity, is more acutely posed. For this it is necessary to build such an educational process, which includes chance and spontaneity and allows the full formation of the personality of each child to be achieved. For this, the formation of the personality must be carried out on the one hand, in correspondence with a moral model, with the ideal embodied by the demands of society towards man, and on the other, pursue the objective of the free development of the individual particularities of the boy.
In relation to the above, it is shown that scientifically organized education from the earliest ages prevents the appearance during child development of negative traits, for this it is necessary to have a real and reliable diagnosis, this being a systematic process of identification, projection and treatment of continuous feedback, evaluation and improvement. This is why, in our opinion, the fundamental task of pedagogical sciences consists in the elaboration of a single system of early childhood education, and not in the solution of isolated, but also important, problems related to the elimination of the cracks caused by the level scientific still insufficient educational work of children.The Revolution does not ask parents to worry about the behavior and education of their children by collaborating with the school and with the teachers: the Revolution demands it.
Respectively, Marxist-Leninist pedagogy gives special importance to family education, an example of this is the emphasis placed by NK Krupskaia, AS Makarenko and other Marxist pedagogues, on the role that the family plays in the formation of the new generation.
NKKrupskaia refers on more than one occasion to the influence that mothers exert in the education of their children, to the great responsibility that every mother undertakes when bringing a child to life and underlined that the difficult and complex problem of education can only be resolved if there is close contact between the school and the family.
A, S Makarenko refers to the example of parents. The personal behavior of parents is a decisive factor, you have to pay serious attention to your own shortcomings.
This in his time as an educator testifies to the possibility of creating a method of conscious direction of the child's development, without canceling his personality but on the contrary, preserving the individual particularity of each child.
The policy of the PCC and the Cuban State tends to foster fraternal relations of collaboration and mutual understanding between all members of the family, that is, between the spouses and between them and their children, as well as between the children with each other and with the rest of the relatives.
Children brought up in families show better results, not only in the development of language and thought, but also in their moral and intellectual formation.
The successful solution of educational tasks as well as behavior in society requires elaborate methods taking into consideration the specificity of the conditions and the laws of the formation of the personality where the family admits a leading role.
The personality formation process encompasses the set of transformation through which the newborn child, with a low psychic development totally dependent on the adult, becomes a man, a fully developed person, with regard to his capacities., its moral qualities, its values and communications, which allows it to occupy an active and creative position in the construction of society.
It is considered that the influence of the family in the development of the personality is of extreme importance because the attitudes, values and behavior of the parents undoubtedly influence the development of the children, just as the specific characteristics of these influence the development of the children. parental behavior and attitude.
Numerous investigations have concluded that the behavior and attitudes of parents towards their children is very varied, ranging from the strictest upbringing to extreme permissiveness, from warmth to hostility, or from anxious involvement to the most severe concern. These variations in attitudes give rise to very different types of family relationships. Paternal hostility or total permissiveness, for example, are often associated with very aggressive and rebellious children, while a warm and restrictive attitude on the part of parents often motivates children to behave well-behaved and obedient.
It agrees with the previous considerations affirming that these deviations or incorrect procedures on the part of the family in the education of their children are called an inappropriate emotional environment.
Inappropriate emotional environment. Its consequences.
Parents know that nothing in life is more exciting or more responsible than raising a child, but not everyone knows or is not properly oriented in this direction, any failure can cause learning difficulties as well as deviations in behavior such as emotional imbalances, behavioral maladjustments including conduct disorders.
In addition, due to ignorance, lack of guidance or irresponsibility, serious errors in the education of their children occur in many families both in the country and in the municipality under study. It is important to refer to a fundamental concept in this regard.
Inappropriate emotional environment: According to Dr., in Child Psychodiagnosis Aurora García considers that it is the relationship established by the members of a family with their children in the satisfaction of their needs that threaten the normal development and growth of their incipient personality.
This is characterized by various manifestations:
Overprotection: Excess pampering and unnecessary care, fear that the child will assume certain roles by himself, fear that his physical or psychological integrity will be affected.
Incongruence: Incoherence between saying and doing either of the same person or between several of them.
Permissiveness: Lack of rules or tolerance for carrying out activities that are not favorable for the child.
Affective deficiency: Absence or deprivation, lack of affection, especially in childhood that disturbs psychic development.
Physical and verbal abuse: It means hurting, offending either through words, looks or corporal punishment.
The availability of time that the child needs, the lack of communication and misunderstanding on the part of the family are also considered as inappropriate management.
In research carried out by the Federation of Cuban Women, it is stated that there are other limitations for an adequate educational influence of the family, "the existence of difficulties in communication with the partner and with the children, and the existence of a predominantly conflictive family climate".
Based on these concepts, it must be stated that many of the problems that a child presents are not exclusive to him, but rather have to do with his family nucleus, and, to a greater or lesser degree, with the parents who are generally involved.
Parents always tell their son that they cannot be with him, because they have to work but they do not explain anything else. Then it is possible that the child comes to reject that obstacle that distances him from those he loves most. It is very different for the child to know what the parents do when they are not with him.
In one way or another, the child must be shown and explained what kind of work his parents do during those hours, make him feel proud and participate in the family's work tasks and activities, especially those of his parents.
It is not possible to deal with the subject of discipline without reflecting on what authority is. Both are so correlated that it is necessary to analyze the two aspects together.
Discipline is not only necessary, but essential in the formation of the child. If this do and undo were left to this, if the child grew up without knowing the limits of her actions and desires, how could a firm character develop in her?
Parents almost always blame each other for spoiling and vice versa. And the grandmothers are the pampering ones, or the spinster aunt is too strong with the poor girl.
All of this may or may not be true in one way or another; but what is undoubted is the dangerous nature of the differences in the treatment of the child's close relatives. Differences sometimes come to contradiction and in these disagreements lies the worst of the error.
From this moment on, adults no longer deserve the child's trust, and this usually happens too soon.
Cases have been known in which the father treats in one way, the mother in another, and each grandfather and grandmother disagree, although naturally neither exercises authority over children with equal empire.
The act that the father brutally punishes, the mother celebrates; One grandmother tolerates it, the other threatens, and the others do not care.
On the other hand, physical punishment constitutes abuse and its logic is always absurd, because in reality the father punishes his own work. Are you the one raising the child? So who spoils it? If you do not raise it, you will be an adult, therefore you are punishing in the child what an adult put or caused in the child. Whenever he hits his son, he does, in fact, pay someone else's fault.
It is considered that children are often beaten to obey orders contrary to their nature and opposed to the most essential and respectable of the human condition.
It is then that the humanization of the child is hindered; the process of their socialization as a person is blocked and the individual that appears in the slow psychic genesis called individualization or differentiation is fought. The child wants to be social and wants to be something different from others. And this deserves respect.
Not only are corporal punishments observed, but there are also parents who scold, very often insult the child, shame him, disown him, curse him, and even wish him death amid shrieks and curses more typical of a madman than a madman. human being.
A friendly reflection is preferable to an imperative prohibition
Taking into account the above, it is considered important to cultivate friendship with children based on respect and camaraderie. Both things are not opposites but rather complement each other.
Adults must respect children, this reflection would have seemed wrong a few decades ago, not today. The only way to get children to respect adults is for them to respect them first.
Previously, criteria and terms have been set forth that should contribute to a better functioning of the family because we aspire that it feel the pleasure of living as a family, that they enjoy their privacy, where each one feels that it is something special for the other, where they They share emotions, experiences, joys, sadness, concerns, differences, disagreements, mistakes, fears. Where affection is not bought and you always feel the warm look, the gesture of support and encouragement, the wise censorship, the appropriate advice.
It must be guided by the teacher for their subsequent knowledge that they must have in their education, making a reflection regarding What is orienting? It is helping; In this sense, it is the relationship of help that a professional can establish with another person who is the object of such help. From here is derived What is guidance? It is, therefore, the scientific activity of defining (and implementing) how to effectively help someone at a given time and space to facilitate the highest possible level of personal growth, according to the specific stage of development in which they are and their social and social situation. concrete staff.
Del Pino seeks a greater link of the orientation with the school institution and other social factors, identifying it, from its common feature, as an integrative tendency, this, together with the historical-cultural approach of Vigotsky and the humanist ideology of José Martí and Fidel Castro, They offer the basic theoretical and ideological platform to develop ideas about educational guidance.
Reference should be made in this regard to how orientation is closely related to preventive activity. For Rafael Bell, renowned Cuban specialist, prevention in the pedagogical context means the adoption of measures aimed at preventing physical, mental and sensory deficiencies from occurring or preventing deficiencies from having negative physical, psychological and social consequences when they have occurred. Where the teaching staff plays a leading role on families for an adequate development of the personality of their children.
Family Education School: Direct way in family orientation.
The methods and styles of family counseling will take into account that direct and indirect pathways can be used in home counseling alternatives.
Family education schools constitute one of the direct ways, they must become a diagnostic source, not only descriptive, but with causal force, which allows the educational orientation of the family and, on the other hand, the understanding of this, that There is a relationship between society-family-children, as a necessary basis to observe in family education.
Therefore, the family constitutes an important mediation in this relationship that can be synthesized in the following scheme:
The teacher, the school, are committed to exercising a guiding influence in all their families, from the perspective of diversity. Both with functional and dysfunctional families, although in some cases they have to be helped by other specialists for a deeper process of family intervention, so it is suggested to carry out the concept of an interdisciplinary team.
To face guidance, he must be based on a deep knowledge of the families of each of his students, which allows him to accurately assess the influence of his family dynamics on school and integral development.
Family education school. It is a form of systematic education that prepares for the performance of parental functions and allows coordination between the family (say any member of it who has an impact or even a neighbor who has an interest in the education of children.) and teachers the educational actions necessary to influence their children. These open a space for reflection and debate around the problems of their children's education. Previously they were the Parents' Schools. (MSc. Ela Enríquez, Proposal for family orientation of children with PD, Graduate Thesis, ISPEJV. Havana, 1999.)
For many authors, family education consists of a pedagogically directed system of influences, aimed at raising the preparation of adult relatives and stimulating their conscious participation in the formation of their offspring, in coordination with the school. This education provides knowledge, helps to argue opinions, develops attitudes and convictions, stimulates interests and consolidates motivations, helping to integrate in parents a humanistic and scientific conception of the family and the education of children.
The Family Education School is a direct way of relating to the family and its fundamental content is to provide guidance to relatives on how to better educate their children.
It is necessary to clarify that open talks organized by the school cannot be called the Family Education School; to the cycle of three or four talks that are organized on a certain topic; or to the systematic or structured meetings that take place throughout a course.
The Family Education School arises under the protection of school institutions to respond to the very needs of these centers. They have the possibility of helping the family to increase their psycho-pedagogical preparation to be able to better fulfill their functions, which will result in contributing to society useful citizens, capable of continuing the work of their parents.
Objectives of the Family Education School. Her principles.
- Contribute to the psychopedagogical and environmental preparation of the family so that it can educate, more effectively, its children. Make family members aware of the work carried out at school, offering them specific fields of activity. Promote reflection on the situations that are seen in the family, creating an atmosphere of friendship.
Principles on which this methodology is based:
- Starting from personal experiences related to the attitudes and needs of the participants. Promote the exchange of information among family members to stimulate group work, encourage dialogue and reflection on action; facilitate group cohesion; awaken individual and group creativity; provide resources and strategies applicable in other situations; allow to experience relevant facts and situations to be able to objectify them, draw conclusions from there, expose activities that can be executed and committed by all; alternate the provision of information and the performance of varied and motivating activities, using different techniques and strategies according to the number of attendees. Prioritize experimental learning over the simple accumulation of data and norms.The activities must aim to make the participants aware of their opinions and previous perceptions to promote, based on these, if necessary, a change in attitudes. Previously define the style, the approach to treatment of the topics under analysis according to the objectives, the type of demand made and the subject to be discussed.
Those who direct the Family Education Schools play a key role in this activity. Success will depend on their human quality and technical training. The two requirements do not always coincide in the same person and yet they are necessary. If _person and preparation are achieved, the quality of the Family Education School will be assured. The person in charge in this sense is the coordinator or facilitator of the group.
Qualities of the facilitator. Its functions.
- Mature: with common sense, psychologically adult. Close: with the ability to empathize with others; that the group feels comfortable and accepted in their presence With organizational skills: For example, knowing what is happening in the group at all times: the person who does not speak because he is very insecure and needs the intervention that is has done, who puts in the mouth of a "friendly married couple" the problems they have with their children, or those who are afraid of reading in public because their reading is very poor. Know when to speak and when to keep quiet. He must make them understand with his action, and by saying it, that he is not there as an expert, but as a facilitator of communication in the group Be flexible: always be willing to search for alternative solutions Know how to put yourself in the place of others.Be patient: a necessary virtue! Organized Comprehensive
Conclusions
- The systematization of the various bibliographies consulted has allowed to broaden and deepen the normative documents that govern the methodological work as well as the improvement of teachers where it is broad although specific requirements regarding family orientation are not addressed specifically in an emotional environment inadequate, other considerations about the social importance of family education for the fulfillment of its functions to promote the new educational model were also reviewed. The theoretical-practical and methodological study carried out of the educational reality in the subject under investigation, allowed to design a system of activities for the improvement of teachers,which contains various sessions of family education aimed at modifying the way families act with their children. The system of activities aimed at improving teachers has had a positive impact on them, reaching a higher level of knowledge in the treatment of continue in families with an inappropriate emotional environment to which it was put into practice, verifying this in practice.
Bibliography
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