<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2022000300337</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2022.52.3.519</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacción de categorías sociales en la relación familias-escuela ¿cómo favorecen u obstaculizan la participación?]]></article-title>
<article-title xml:lang="en"><![CDATA[Interaction of Social Categories in the Family-School Relationship, How do They Favor or Hinder Participation?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Rodríguez]]></surname>
<given-names><![CDATA[Érika Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana Ciudad de México ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>52</volume>
<numero>3</numero>
<fpage>337</fpage>
<lpage>370</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2022000300337&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2022000300337&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2022000300337&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una investigación donde se indagan las maneras en que las categorías sociales se vinculan entre sí en las formas situadas y contextualizadas de la relación entre escuelas y familias, para favorecer u obstaculizar la participación de estas últimas en la relación con la escuela y el acompañamiento al aprendizaje, desarrollada en una escuela primaria pública en el estado de Tlaxcala, México. Se utilizó un enfoque interseccional y una metodología fenomenológica hermenéutica, a través de entrevistas semiestructuradas y análisis temático, que llevaron a identificar que la experiencia de participación para las familias está atravesada por la interacción entre categorías sociales como clase social, estructura familiar, ocupación, escolaridad, edad y género de las familias. Estas categorías sociales se intersecan favoreciendo u obstaculizando su participación desde aspectos como la disposición de tiempo, el capital cultural o social, el acceso a la tecnología y la autoconfianza. Se concluye que la manera en que la escuela promueve la participación está basada en un modelo homogéneo que no considera la diversidad de familias. El artículo contribuye visibilizar la importancia de reconocer a las familias en su diversidad, y a desarrollar su inclusión de una manera más compleja y efectiva a su inclusión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a research project in a public elementary school in the state of Tlaxcala, Mexico that interrogates the situated and contextualized ways in which social categories link in families-school relationship, that promote or hinder families&#8217; participation with the schools and in support of the students&#8217; learning. The research developed an intersectional approach and a hermeneutic phenomenological methodology, using semi-structured interviews and thematic analysis. The findings show that family involvement is related to the interaction between social categories like social class, family structure, occupation, scholarship, age, and gender. The social categories intersect favoring or hindering families&#8217; participation in aspects such as the availability of time, cultural or social capital, access to technology, and self-confidence. It is concluded that the school promotes participation based on a homogeneous model that does not consider the families&#8217; diversity. The article contributes to make visible the need to recognize families in their diversity, and thus deal with their inclusion in a more complex and effective way.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[relación familias-escuela]]></kwd>
<kwd lng="es"><![CDATA[participación de familias]]></kwd>
<kwd lng="es"><![CDATA[interseccionalidad]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[families-school relationship]]></kwd>
<kwd lng="en"><![CDATA[families&#8217; participation]]></kwd>
<kwd lng="en"><![CDATA[intersectionality]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
</kwd-group>
</article-meta>
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