Participación de los Padres de Familia en el Proceso de Aprendizaje de las Niñas y los Niños de la Comunidad Quillahuata, San Sebastián, Cusco

Abstract

Resumen El presente proyecto de investigación se centra en la participación que dan en la escuela a los padres y madres de familia, (que para el caso de la tesis me referiré en el término originario del idioma quechua “tayta mamakuna”) en los procesos de aprendizaje de sus hijas e hijos del quinto grado de primaria de la IE N.º 50949 "El Carmelo de María" de Quillahuata, San Sebastián, Cusco. Los propósitos de este trabajo son reconocer las actitudes que favorecen o dificultan el debido acompañamiento de los “tayta mamakuna”, describir la apreciación atribuida por los padres de familia, docentes y estudiantes respecto al acompañamiento que ofrecen y por último proponer alternativas motivadoras a los maestros para que incorporen a los “Tayta mamakuna” (padres de familia) en el aprendizaje de sus pequeños hijos.

Pisi rimayllapi willasayki Kay k´uchkiy llamk´ayqa riqsirqachirqamun tayta mamakunaq yachay wasipi llamk´asqankumanta, (kay llamk´aypaq churarqurqani runa simi rimayta “tayta mamakuna”). Wawakunaq yachaynimpaq, pisqa ñiqi yachay wasi N.º 50949 "El Carmelo de María" Quillahuata, San Sebastián, Cusco. Kay k´uchkiy llamk´ay qhawarqachirqamun tayta mamakunaq yachay wasipi yachachimusqanmanta, mayqin yanapaykunachá kallpacharin utaq sasanchan wawakunaq yachayninta, chaymantapas huq musuq llamk´aykunata qawarqachisunchik, yachachiqkuna tayta mamakunata llamk´arqachinanpaq. Kay k´uchkiypin tarirqani, yachay wasin nisqa tayta mamakunaqa yanapananku fainakunapi, huñunakuyninkunaman rinanku, qullqi churananku ima nispa. Chaymi nirqani yachay wasiqa manan tayta mamakunata yanampachu wawankuq yachanakupaq nispa, manan qunchu espacios de participación nisqata. Chaymi ñuqapas yanapayta munaspa kay llamk´anata qhillqamuni, kakllataq tayta mamakunata wahachina yachay wasiman yachayninkuta mast´arimunankupaq, ichaqa irqikunapas chay willakuykunamanta yacharinqaku, chay hinata tayta mamakunata llamk´achinapaq. Kay k´uchkiymi kallpancharquwaran, yachay wasi mana tayta mamakunata yanapasqanmanta, chay rayku yanapayta munarqani. Chay k´uchkiy ruranapaqmi, tapukuykunata rurarqun, iskay yachachiqkunata qanchis tayta mamakunata ima. Chhaynallataq qillqaykunapakpas rurarqun, chunka qanchisniyuq tayta mamakunata, iskay chunka qanchisniyuq yachaqkunata ima. Pichqa ñiqipi yachay wasimanta "El Carmelo de María". Chanin rimaykuna: Kuchka ruray, ayllu runa, wasipi yachachiy, umapi yachay hap´iy.

Abstract The present research project focuses on the participation that parents give in school, (which in the case of the thesis I will refer to in the term originating from the Quechua language “tayta mamakuna”) in the learning processes. of his daughters and sons from the fifth grade of primary school at IE No. 50949 "El Carmelo de María" of Quillahuata, San Sebastián, Cusco. The purposes of this work are to recognize the attitudes that favor or hinder the proper accompaniment of the “tayta mamakuna”, describe the appreciation attributed by parents, teachers and students regarding the accompaniment they offer and finally we will propose motivating alternatives to teachers. so that they incorporate the “Tayta mamakuna” (parents) in the learning of their young children. When carrying out this research work I was able to appreciate that participation is limited to situations such as tasks, assemblies, quotas and participation in civic dates, mainly, so I could affirm that the EI does not provide spaces for participation relevant to the “tayta mamakuna” to that they can contribute to their children's learning process, so I decided to find ways to help that situation. It is in this understanding that it was proposed to the students so that they can collect stories, stories and communal knowledge that the “tayta mamakuna” know, for which they invite the “tayta mamakuna” to the school and thus give them a space to participate from their knowledge. communal, in that way so that they can get involved in their children's learning. To carry out this thesis work, interviews were conducted with two teachers and six “tayta mamakuna”. In addition, surveys were conducted with seventeen “tayta mamakuna” and twenty-seven fifth grade students of the IE "El Carmelo de María" primary school. Keywords: Participation, parent, support at home, learning process.