Ayudar a las familias a respirar: del trabajo en paralelo al empoderamiento colaborativo en la participación escolar mediada por la comunidad
Resumen
La educación comunitaria sostiene las trayectorias académicas de muchos estudiantes refugiados y migrantes; sin embargo, esta labor esencial a menudo no se reconoce dentro de los marcos formales de las agendas de colaboración escuela-familia. Esta desconexión genera un ciclo de falta de reconocimiento, erosión de la confianza y lo que este estudio denomina «trabajo en paralelo»: escuelas, familias y grupos comunitarios se esfuerzan por brindar apoyo, pero lo hacen en silos desconectados. A partir de un estudio de teoría fundamentada constructivista con familias, estudiantes, personal escolar y grupos comunitarios en el norte de Inglaterra, el artículo teoriza a los actores comunitarios como «mediadores estructurales» que reparan la confianza, pero cuyo apoyo se distribuye de manera desigual, lo que crea una «lotería de oportunidades». Como respuesta, se presenta el Modelo de Empoderamiento de la Alianza (Partnership Empowerment Model, PEM), un marco para el empoderamiento y el codiseño. El PEM redefine la participación como una colaboración a cuatro bandas entre la escuela, la familia, las organizaciones comunitarias y los propios estudiantes. Guiado por los principios de reconocimiento, reciprocidad y confianza, el modelo busca formalizar la colaboración, reducir la carga sobre el profesorado e integrar a los mediadores estructurales en un ecosistema educativo cohesionado. Al pasar del trabajo en paralelo a la responsabilidad compartida, el PEM ofrece una vía para mejorar el acceso y los resultados académicos en contextos diversos.
Palabras clave
Partnership Empowerment Model (PEM), educación comunitaria, participación familiar, familias migrantes y refugiadas, mediadores estructurales, teoría fundamentada constructivistaCitas
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Derechos de autor 2026 Kidist Teklemariam, Michalis Kakos, Nicole Gridley
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