<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2017000100004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La respuesta institucional escolar, una de las claves de las dinámicas de inclusión/exclusión de familias inmigradas]]></article-title>
<article-title xml:lang="en"><![CDATA[The institutional response from the school, one of the keys of the dynamics of educational inclusion/exclusion of immigrant families]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henao Agudelo]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lalueza Sazatornil]]></surname>
<given-names><![CDATA[José-Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arrona Altamirano]]></surname>
<given-names><![CDATA[Alhelí de la Aurora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Barcelona Departamento de Psicología Básica, Evolutiva y de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,alheliarrona@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>48</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2017000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2017000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2017000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio reúne los resultados de dos investigaciones en torno a las relaciones entre familias de origen latinoamericano emigradas a Barcelona (España) y las escuelas a las que asisten sus hijos. Ambas investigaciones han sido llevadas a cabo por miembros del mismo equipo de la Universidad Autónoma de Barcelona, en dos momentos: 2005-2007 y 2011-2013, en los cuales la situación económica y social del país de destino era diferente. En total se realizaron 35 entrevistas en profundidad, orientadas a obtener narraciones en torno al proceso migratorio y las expectativas y experiencias en la escuela. Se procedió a la creación de categorías emergidas de los datos, con las que se codificaron las citas en que se segmentó cada entrevista para su análisis, con la ayuda del programa ATLAS.ti. Los resultados presentan estrategias familiares orientadas a la convivencia intercultural y al favorecimiento de la convergencia de proyectos educativos. En cuanto a las dinámicas institucionales, se mostraron determinantes en la inclusión educativa la legitimación de las prácticas familiares, el tipo de gestión de la diversidad en el aula, la comunicación personalizada, la guía a las familias y la presencia de una actitud afectuosa en los profesionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study brings together the results of two researches on the relationships between families of Latin American origin emigrated to Barcelona (Spain) and the schools their children attend. Both investigations were carried out by members of the same team at the Autonomous University of Barcelona, on two times, 2005-2007 and 2011-2013, in which the economic and social situation in the host country was different. Were made in total 35 interviews, aimed at obtaining narratives about the migration process and the expectations and experiences related to school. We proceeded to the creation of categories emerged from data, and each interview was segmented in quotations for analysis with the help of ATLAS.ti. The results show the presence of family strategies for intercultural harmony and favoring the convergence of educational projects. Regarding institutional dynamics, were determining factors in the educational inclusion legitimizing family practices, the type of managing diversity in the classroom, personalized communication, guidance to families and the presence of a caring attitude in the teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inmigración]]></kwd>
<kwd lng="es"><![CDATA[grupos minoritarios]]></kwd>
<kwd lng="es"><![CDATA[relaciones familia-escuela]]></kwd>
<kwd lng="es"><![CDATA[inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[implicación familias minoritarias]]></kwd>
<kwd lng="en"><![CDATA[immigration]]></kwd>
<kwd lng="en"><![CDATA[minority groups]]></kwd>
<kwd lng="en"><![CDATA[family-school relationships]]></kwd>
<kwd lng="en"><![CDATA[educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[involvement minority families]]></kwd>
</kwd-group>
</article-meta>
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