Resumo

TORRUBIA BALAGUEES, Eulalia; GUZON NESTARES, José Luis  e  ALFONSO SANCHEZ, José Manuel. Parents and schools that grow in the 21st century. Alteridad [online]. 2017, vol.12, n.2, pp.215-223. ISSN 1390-8642.  https://doi.org/10.17163/alt.v12n2.2017.07.

The University Pontificia of Salamanca a few years ago has offered a program of parental training for families who come to the Master of clinical intervention of Logopedia, by teacher Dolors Rivas Serrat. Children with disorders in language and development receive speech-language intervention. Parents participate in a training program every week and the children receive educational guidance, intervention in learning problems and study support. Some of the issues addressed between parents and education professionals are covered in this article and have to do with changes in the Spanish family, new family models or lack of authority in educational relationships established in the family And at school. The work we do is developed through a parent school. This methodology is indispensable in the family formation processes. They are privileged spaces of participation and learning, constitute an adequate methodology for educators, counselors and other professionals of education. Pedagogy, as normative science, explains the most adequate family models, the risks of certain educational styles or the importance of authority in family-school relations. These are some of the conclusions that we have reached and which we set out below.

Palavras-chave : school of parents; family models; co-responsibility; educational problems; coexistence in school; crisis of authority.

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