Santos Rego, M. A.; Lorenzo Moledo, M. y Miguez Salina, G. (2022). Fondos de conocimiento familiar e intervención educativa. Narcea.

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Published: 2024-07-15
DOI: https://doi.org/10.32719/26312816.2022.7.2.r2
Keywords:
knowledge, teaching methods, educational inclusion, collaborative worg

Main Article Content

Juan José Varela Tembra
CESUGA, Universidad San Jorge. A Coruña, España.
https://orcid.org/0000-0001-5942-0278

Abstract





Santos Rego et al.'s book "Family Knowledge Funds and Educational Intervention: Understanding the Sociohistorical Circumstances of Students" (2022) compiles research on underserved communities and households with deficient socio-educational conditions. It proposes a model of sensitive and contextualized educational practices using a sociocultural approach. The book explores knowledge funds as resources families accumulate to enhance their well-being, presenting examples of their application in diverse communities. A theoretical and methodological framework highlights the importance of integrating and involving families in education, promoting social justice and interculturality.





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Article Details

Issue

Vol. 7 No. 2 (2024): Revista Andina de Educación 7(2) (mayo-octubre, 2024)

Section

Reviews
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How to Cite

Varela Tembra, J. J. (2024). Santos Rego, M. A.; Lorenzo Moledo, M. y Miguez Salina, G. (2022). Fondos de conocimiento familiar e intervención educativa. Narcea. Andean Journal of Education, 7(2), 0072r2. https://doi.org/10.32719/26312816.2022.7.2.r2

References

Coleman, J., Campbell, E., Hobson, C., McPartland J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of Educational Opportunity. US Department of Health, Education, and Welfare. https://tinyurl.com/eydtx36t

Santos Rego, M., Lorenzo, M., & Míguez, G. (2022). Fondos de conocimiento familiar e intervención educativa: Comprender las circunstancias sociohistóricas de los estudiantes. Narcea. https://tinyurl.com/2c2mk6te