La atención integral a escolares primarios con situaciones socialmente complejasComprehensive care for primary school children with socially complex situations Dailen Patricia González-Lamorut; Leovis Muñoz-TorresUniversidad de Guantánamo. CubaCorreo(s) electrónico(s):dailenpatricia@cug.co.cu leovism@cug.co.cu Recibido: 4 de julio del 2015Aceptado: 24 noviembre del 2015ResumenEl presente artículo aborda el problema de la poca atención que brindan los tres contextos (escuela-familia–comunidad) al unísono a los escolares primarios de familias con situaciones de convivencia socialmente complejas. Para su realización se efectuó un análisis de los fundamentos teóricos metodológicos de las situaciones de convivencia socialmente complejas, teniendo en cuenta los diferentes autores que han investigado este tema. Se emplearon métodos teóricos, empíricos y matemáticos. Con el objetivo de explicar la importancia de la atención integral de los contextos a estos escolares se tuvieron en cuenta a varios investigadores que hablen sobre este tema.Palabras Clave: Convivencia socialmente complejas; Orientación familiar; Conductas inadecuadas; Labor educativaSummaryThis article addresses the problem of the lack of attention given by the three contexts (school-family-community) in unison to the primary school children of families with situations of socially complex coexistence. For its realization an analysis of the theoretical methodological foundations of socially complex situations of coexistence was made, taking into account the different authors that have investigated this subject. Theoretical, empirical and mathematical methods were used. In order to explain the importance of the integral attention of the contexts to these students, several researchers were considered to discuss this issue.Key words: Socially cohabitation complex; Family orientation; inadequate conducts; Educational worIntroducción En los últimos tiempos, el Sistema Nacional de Educación en Cuba mantiene como línea directriz de trabajo un plan de perfeccionamiento que posibilite a las actuales y futuras generaciones estar a tono con los avances científico-técnicos que acontecen en el mundo, los principales problemas sociales derivados de ellos así como su incidencia en la formación integral de la personalidad de los escolares primarios. En este proceso se hace necesario que las relaciones entre la escuela y la familia también se perfeccionen, aspecto que denota gran atención debido a las dificultades que aún persisten en la incorporación activa y consciente de la familia en los procesos educativos escolares y extraescolares de los escolares primarios, y aún más de aquellos que presentan problemas de convivencia. De tal significado emana la aplicación de diferentes vías y alternativas para fortalecer esta relación, como son: el Consejo de Escuela surgido en (1962), y con este, las reuniones de padres, las visitas a los hogares y las entrevistas a los padres; las Escuelas de Educación Familiar, la que propicia la realización de los Talleres de Orientación Familiar; la Casa de Orientación a la Mujer y la Familia, que garantiza la ayuda por medio de orientación a la familia para el cumplimiento de sus funciones.Se publica también el programa Para la Vida, en su versión cubana: literaria y televisiva, como una vía de apropiación de la cultura del trato para el adecuado funcionamiento familiar; entre otros; sin embargo en la educación primaria aún no se logra del todo integrar a la familia a tales actividades de manera sistemática y consciente, determinado en gran medida por la incomprensión desde el seno familiar de la importancia de tal relación, aunque se ha logrado que la familia esté más atento a sus hijos. Lo que se deriva como principal problema cómo lograr, por parte de los tres contextos de actuación, una atención integral a escolares primarios socialmente complejos. Con el fin de dar solución a esta problemática se plantea explicar la importancia de la atención integral a escolares primarios de familias con situaciones de convivencia socialmente complejos. (Castro, 2004) considera que: Desarrollo Las relaciones en la vida familiar, las conductas inadecuadas de los padres, su desatención y falta de convivencia con los hijos, la violencia intrafamiliar, entre otros forman parte de las dificultades de la labor educativa de los escolares primarios y se encuentran, generalmente, en el medio familiar en el cual conviven los escolares primarios. En nuestro país, durante los últimos años del siglo XX y hasta la actualidad, se han intensificado los estudios desde enfoques interdisciplinarios dirigidos a reconocer tales dificultades, de tal modo que se pueda esclarecer la necesidad de atención que tienen los escolares primarios y así elaborar actividades psicopedagógicas que posibiliten su tratamiento socioeducativo adecuado.(p.39)Por la importancia que tiene esta tarea en la formación integral de los escolares primarios, se ha constituido como prioridad desde la política del Estado cubano, demostrado a partir de los pronunciamientos políticos de clausura en las asambleas del Poder Popular durante los últimos años, así como el análisis constante desde diferentes espacios informativos como las Mesas Redondas, donde se resalta el papel de la sociedad en general y la familia en particular ante las tareas relacionadas con la educación y formación de las actuales y futuras generaciones.Desde los seminarios de preparación para cada curso escolar, este aspecto también ha tenido un sobresaliente significado, el cual se ha condicionado desde los objetivos educacionales que se plantean y se establecen como prioridades a atender desde la escuela en íntima relación con la familia y la comunidad, además se exhorta a fortalecer el papel del Consejo de Escuela como órgano metodológico por medio del cual se vincula a todo el país con el sistema educacional (Fernández, J. R. 2011).Es por ello, que en este proceso se hace necesario que las relaciones entre la escuela, la familia y otros agentes y agencias socializadoras se fortalezcan en función de dirigir de manera congruente las acciones que indistintamente hoy en día, se planifican para favorecer y promover la participación activa y consciente de la familia en los procesos educativos de los escolares primarios, y brindar acciones que le permitan a estos y sus familias el aprendizaje de la convivencia de manera armónica, principalmente de aquellos que se desarrollan bajo situaciones socialmente complejas. A pesar de mostrarse avances reconocidos por la familia cubana en cuanto a la influencia educativa ejercida por centros educacionales, se considera aún limitado el aprovechamiento que desde la educación primaria se hace con este programa, debido a la falta de preparación y creatividad de los docentes para su seguimiento desde las diversas oportunidades que ofrece el contexto escolar para promover formas saludables de convivencia familiar, la insuficiente gestión que se realiza para la integración de los diferentes agentes y agencias sociales a la labor educativa que desarrolla la escuela, unido a las dificultades que denotan en la aplicación del diagnóstico para identificar los principales problemas que se manifiestan en el contexto familiar del cual procede el escolar primario e influyen de manera negativa en su formación, así como el reconocimiento de los contenidos a tratar desde la escuela hacia la familia. Entre los principales problemas de convivencia que denotan situaciones familiares socialmente complejas, sobre las cuales se desarrollan actualmente muchos escolares primarios se encuentran: los relacionados con la comunicación intrafamiliar, la convivencia en hostilidad, la violencia de género física y verbal, la convivencia bajo situaciones de corrupción, comisión de delitos y conducta político-moral inadecuada, el déficit de atención de los padres y el incumplimiento de los roles familiares, entre otros que afectan el desarrollo armónico del escolar y su proceso de inserción social, aspectos que deben ser atendidos desde el proceso educativo que se desarrolla en la escuela y su extensión hacia la sociedad. Estas situaciones complejas de convivencia y su impacto en el desarrollo psicosocial de los miembros de la familia han sido objeto de estudio de diferentes investigaciones en el contexto extranjero, sobresaliendo los de la escuela de “Palo Alto” iniciados por Bateson, G. en 1963en los cuales se plantea que la familia se puede concebir al mismo tiempo como “institución social, como grupo y como sistema de interacción”, aspectos que sirven de basamento teórico para comprender la influencia que ejercen diferentes manifestaciones como los conflictos familiares producto de situaciones comunicativas distorsionadas entre los miembros de la familia, y su incidencia en mayor grado sobre los miembros más jóvenes, entre estos los escolares primarios. Sobresalen además, los aportes de autores como: Mondragón, Trigueros (1985) Lestelle (1994)Casasús (2000) Alegre (2002) quienes caracterizan y hacen alusión a diferentes problemáticas que se encuentran en el ámbito familiar donde se desarrolla el escolar primario y están relacionadas con la escasez de recursos materiales, la falta de atención y afecto hacia los hijos, la privación sociocultural y asistencia social, el abandono y exclusión social, así como situaciones de delincuencia y prostitución, las cuales ponen el proceso de socialización del escolar en riesgo. Estos autores refieren además, la necesidad de atención de los escolares primarios que son afectados por estas problemáticas e insisten en su inclusión en las diferentes actividades sociales, así como la búsqueda de diferentes vías para lograr la efectividad del trabajo educativo en la familia y en la comunidad donde estos se desarrollan.En el contexto cubano, también se han realizado diferentes estudios que tienen a la familia y las diversas problemáticas que de esta se derivan como centro de atención, entre los más sobresalientes se encuentran: Ares(1990-2012) Álvarez(1992-2006) Burke(1992-2000) Castro (1990-2012) García, (1996-2013) Blanco (1998-2000) Fernández (2003) Ibarra(2003) García(2008) Navarroy Castillo(2000-2006) entre otros.Estos estudios, por lo general reflejan en sus aportes: la comprensión de la familia como grupo y su funcionamiento, sus características psicológicas, la elaboración de programas de orientación familiar, el tratamiento a la educación sexual de los escolares primarios desde el trabajo con la familia, el impacto del período especial en las familias cubanas y en la dinámica de su funcionamiento, la comprensión de la convivencia familiar y de la familia en situación de desventaja social, así como propuestas para la formación de promotores en función de educar a las familias para la armonía y la cotidianeidad, entre otros, que se consideran de gran importancia su sistematización para el desarrollo de la presente investigación. En nuestra provincia de Guantánamo, sobresalen los trabajos de Martín (2000) y Santisteban (2008), quienes reflexionan sobre las implicaciones pedagógicas de los problemas de convivencia y específicamente la violencia familiar, en el desarrollo de la personalidad de los escolares primarios. En este sentido, se reconocen los aportes desde estudios de maestrías de: Rodríguez (2008) Pérez (2008) Campo (2009) los cuales ofrecen alternativas para su tratamiento, concebidas como sistemas de actividades de integración familiar; atención a escolares primarios en situación de desventaja social y de familias con transmisión negativa de valores. Los autores antes mencionados connotan como categoría integradora de estas problemáticas a la desventaja socioeducativa familiar para hacer énfasis en los factores de riesgo existentes en la escuela, en la familia o en la comunidad que han propiciado desajustes en la esfera emotivo volitiva de los escolares y sus familias, y se manifiestan en comportamientos agresivos como los hechos de violencia.Como regularidad esencial de las investigaciones anteriores, está el hecho de que cada una de ellas concibe y propone por lo general alternativas, estrategias, metodologías y modelos teóricos en los cuales la familia se encuentra como centro de estudio; sin embargo las vías de atención se dirigen a los miembros adultos o responsables de la educación de los hijos, limitando en gran medida el papel activo de los escolares y en sentido más específico, del escolar primario, quien en su desarrollo biopsicosocial se va transformando y al mismo tiempo transforma el contexto en donde interactúa.Teniendo en cuenta estas observaciones, se considera que son aún insuficientes las investigaciones que se dirigen a fundamentar el papel activo que corresponde a los escolares primarios en la identificación y tratamiento adecuado a los problemas que emanan de su contexto familiar e imposibilitan su desarrollo armónico. El término de atención integral es algo novedoso ya que son muy pocos autores los que lo definen, entre ellos está el Muñoz (2014) quien plantea que es “un sistema de acciones correctamente estructurada desde diferentes áreas de intervención e influyen en el desarrollo de la personalidad de cada uno de los individuos desde la perspectiva de la diversidad”. En este caso la investigadora está de acuerdo con él, solo que en el caso de su investigación los individuos a los que va dirigido ese sistema de actividades son escolares primarios de familias con situaciones socialmente complejas. Entre las categorías a tener en cuenta en el desarrollo de las actividades psicopedagógicas, y que son de vital importancia para su adecuada comprensión e implementación, se encuentran:Familia: grupo primario donde se unen las personas por lazos consanguíneos y o afectivos que conviven bajo un mismo techo durante un tiempo significativo, donde se satisfacen necesidades materiales y espirituales y se establecen relaciones estables. Es un grupo donde se mantienen importantes motivaciones psicológicas, en la cual se identifica y desarrolla un fuerte sentido de pertenencia, se enfrentan y tratan de resolver los problemas de la vivienda y de la convivencia. (Ares, Castro, y García, 2001).Diversidad: condición real del ser humano y con ello un espacio para cada uno, con rasgos, modos de actuar y pensar diferentes, con los mismos derechos y posibilidades; siendo necesario proporcionar los recursos para que ellos adquieran un desarrollo integral.Convivencia: vida en común, capacidad humana de relacionarse con los demás, es una forma de garantizar la democracia real partiendo del principio de la igualdad de oportunidades. Es por ello que la convivencia se sustenta en valores como: la comprensión, es decir ponerse en el lugar del otro; aceptación que significa interactuar con los demás tal como son; y la tolerancia que implica incluir en nuestros proyectos a otras personas aun cuando sean y piensen diferente. De ahí que para aprender a convivir necesitamos:Situaciones socialmente complejas: aquellas condiciones de vida familiar que se manifiestan en presencia de un clima afectivo desagradable afectando las relaciones interpersonales de la familia y su integridad como grupo, obstaculizan el cumplimiento de sus funciones generando conductas antisociales y limitando el cumplimiento de los objetivos, metas y el proceso de socialización de sus miembros. Estas situaciones pueden ser la convivencia bajo situaciones de violencia intrafamiliar, el déficit de atención de los padres, la comisión de delitos por parte de algunos de los familiares o la incitación a que el escolar primario lo cometa, la confusión de roles familiares o la asunción de otros no acorde a su desarrollo ontogenético, la convivencia bajo situaciones o prácticas de prostitución, así como la práctica de valores inadecuados en la sociedad, entre otros.Familias con situaciones socialmente complejas: al tipo particular de familia disfuncional que presenta limitaciones u obstáculos para el cumplimiento de su funciones, desde la función socializadora como eje vertebrador, y en consecuencia con ello no logra cumplir con sus objetivos socioeducativos, por lo que su funcionamiento se establece sobre la base de patrones y estilos de relaciones intrafamiliares y comunicativas inadecuadas que no le permiten el desarrollo y consecución de sus fines, con la calidad requerida, en tanto impactan negativamente en la dinámica social comunitaria, a través de la proyección social de sus miembros.El escolar necesita de los diferentes contextos para lograr un adecuado desarrollo psicosocial que permita un buen desarrollo de su personalidad.Por todo lo antes expuesto es que es necesario buscar vías para lograr que estos escolares primarios de familias con esta situación sean atendidos de forma integral por los tres contextos y sus agentes y agencias.ConclusionesSe ha logrado explicar de forma explícita la importancia que tiene brindarle a los escolares primarios de familias con situaciones de convivencia socialmente complejas una atención integral por parte de la escuela, la familia y la comunidad para lograr un buen desarrollo de la personalidad de estos escolares primarios.Referencias BibliográficasCastro, P. L. (1998).Para conocer mejor a la familia. La Habana: Pueblo y Educación.Castro, P. L. (2010).La labor preventiva en el contexto familiar. La Habana: Pueblo y Educación.Cesca, P. (2010).Educar la convivencia desde el aprendizaje mediado: texto de la conferencia pronunciada durante las Jornadas Educar para la convivencia: una búsqueda de sentido organizadas por el Instituto Santa Ana de Villa Ballester.Blanco, A. (2001).Introducción a la sociología de la educación. La Habana: Pueblo y Educación.Brito, T. (2002).La educación familiar. La Habana: Pueblo y Educación.Calvo, B. T. (2001).Aprender a vivir en la diferencia. EnRevista Vela Mayor. no. 5. Madrid: Ediciones Anaya.Castillo, S. (2003). La familia y escolares en situación de desventaja social. Una mirada desde los niños y adolescentes. Evento internacional Pedagogía 2003. La Habana.Castro, P. L. (1997).Cómo la familia cumple su función educativa. La Habana: Pueblo y Educación.MuñozTorres, L. (2014).La atención integral a adolescentes de preuniversitario de familias consituaciones socialmente complejas.(Tesis en opción al grado científico de Doctor en Ciencias de la Educación). Santiago de Cuba.Vol.1, No.2, julio-diciembre, año 2016 PAGE \* MERGEFORMAT20PAGE \* MERGEFORMAT13Vol.1, No.2, julio-diciembre, año 2016Ciencia y ProgresoPublicada en línea: 01 de julio 2016. ISSN: http://estudiantes.cug.co.cuDailén Patricia, Leovis Muñoz La atención integral a escolares primarios de familias…Dailén Patricia, Leovis Muñoz La atención integral a escolares primarios de familias…Vol.1, No.2, julio-diciembre, año 2016 Vol.1, No.2, julio-diciembre, año 2016 PAGE \* MERGEFORMAT 14AQAAAGwAAAAAAAAAAAAAAGMCAAAXAwAAAAAAAAAAAABWVAAAJG0AACBFTUYAAAEA6KsAAD8CAAAP AAAAAAAAAAAAAAAAAAAAUAUAAAADAADgAQAADwEAAAAAAAAAAAAAAAAAACFSBwBVIgQARgAAADgz AAAqMwAAR0RJQwEAAIAAAwAAi28XVwAAAAASMwAAAQAJAAADiRkAAA4AoQAAAAAABAAAAAMBCAAF AAAACwIAAAAABQAAAAwCIQQxAwQAAAAuARgAHAAAAPsC7f8AAAAAAAC8AgAAAAAEQAASVGltZXMg TmV3IFJvbWFuAAAAAAAAAAAAAAAAAAAAAAAEAAAALQEAAAQAAAAtAQAABAAAAC0BAAAEAAAAAgEB AAUAAAAJAgAAAAImAAAAMgo/AEwCEgAEAAAAAAAwAyAEQ2llbmNpYSB5IFByb2dyZXNvDgAFAAkA CgAJAAUACgADAAkABQAMAAgACgAKAAgACQAIAAkABQAAAAkCAAAAAg0AAAAyCj8A5QIBAAQAAAAA ADADIAQgAAoABQAAAAkCAAAAAgMAAAAeAAMAAAAeAAcAAAAWBCAEMAMAAAAABAAAACcB//8EAAAA JwH//xwAAAD7AvH/AAAAAAAAkAEAAAAABEAAElRpbWVzIE5ldyBSb21hbgAAAAAAAAAAAAAAAAAA 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