Family, school integration and the development of community values in rural primary education: A mixed-method study in San Lucas, Bolivia
DOI:
https://doi.org/10.63688/aprendizaje.v3.i2.29Keywords:
family-school relationship, family participation, community values, primary education, rural education.Abstract
Introduction: Family–school integration is an important component of holistic education, particularly in rural settings where educational dynamics interact with territorial conditions, community practices, and local cultural references. Objective: To analyze family–school integration practices and their articulation with the development of community values among primary school students in the San Lucas Educational District, Chuquisaca, Bolivia. Methods: A convergent mixed-method, non-experimental, cross-sectional, descriptive-interpretive design was adopted. The quantitative component included 351 parents or guardians, while the qualitative component comprised 24 key informants: eight teachers, eight school administrators, and eight family members. Data were collected through Likert-type questionnaires, semi-structured interviews, direct observation, and documentary review. The instruments were evaluated by eight experts, and the questionnaire showed adequate internal consistency (Cronbach's α = 0.84). Results: Findings revealed that family–school integration was widely recognized as necessary but remained predominantly informational and episodic. Territorial, occupational, and communication barriers were identified alongside opportunities to strengthen shared responsibility, local knowledge, and everyday educational experiences aimed at promoting respect, solidarity, cooperation, responsibility, and community identity. Conclusions: Strengthening integration requires two-way communication, flexible participation, educational co-responsibility, joint values education, and pedagogical recognition of community knowledge.References
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