<?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>1405-1435</journal-id>
<journal-title><![CDATA[Convergencia]]></journal-title>
<abbrev-journal-title><![CDATA[Convergencia]]></abbrev-journal-title>
<issn>1405-1435</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma del Estado de México, Facultad de Ciencias Políticas y Administración]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-14352015000300181</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Del déficit a la norma: representaciones sociales sobre familias y participación escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[From deficient to the norm: social representations of families and school involvement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Cano-Torrico]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antolínez-Domínguez]]></surname>
<given-names><![CDATA[Inmaculada]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez-Lepe]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pablo de Olavide  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>69</numero>
<fpage>181</fpage>
<lpage>211</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-14352015000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-14352015000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-14352015000300181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo indaga en las representaciones sociales sobre familia y escuela a propósito de la participación que se da entre ambas. Los objetivos son: a) identificar a través del discurso del profesorado, familias y agentes sociales por qué y para qué se demanda participar; y b) caracterizar a las familias, según estos discursos, en relación con las normas legitimadas sobre participación. Investigamos en seis escuelas de Infantil y Primaria en contextos desfavorecidos en Andalucía (España) con proyectos dirigidos a fortalecer las relaciones entre escuela, familia y comunidad. Las técnicas de producción de información han sido entrevistas individuales y grupales. Los resultados muestran una categorización dicotómica sobre las familias: déficit vs. normalización. Además, encontramos que las asociaciones civiles ocupan un papel de mediación en dichas relaciones, impulsando la reflexividad en los centros y posibilitando interpretaciones más complejas sobre los condicionantes sociales y culturales en los que se enmarcan dichas relaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper examines the social representations of families and schools with regard to their mutual involvement. The objectives are: a) to identify through the discourse of teachers, families and social agents the reasons and intentions behind involvement; and b) according to these discourse, to characterize families in relation to the way in which they fit in with legitimated relationship norms. Research was conducted in six Early Education and Primary schools in disadvantaged contexts located in Andalusia (Spain), with projects aimed at strengthening relationships between schools, families, and the community. The techniques used to produce information were individual and group interviews. The findings show a dichotomic characterisation of families: deficient vs. normalisation. Furthermore, civil associations are seen to play a role as mediators in such relationships, encouraging reflection within schools and enabling the accomplishment of more complex interpretations based on the social and cultural conditioning factors that frame these relationships.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[participación de familias]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[contextos desfavorecidos]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[representaciones sociales]]></kwd>
<kwd lng="en"><![CDATA[family involvement]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[disadvantaged contexts]]></kwd>
<kwd lng="en"><![CDATA[qualitative methodology]]></kwd>
<kwd lng="en"><![CDATA[social representations]]></kwd>
</kwd-group>
</article-meta>
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