Familias homoparentales en la escuela pública : estudio de caso de la intervención escolar sobre la diversidad familiar

En esta tesis doctoral, se describen y analizan los factores que favorecen y obstaculizan la intervención escolar sobre la diversidad familiar. Desde un enfoque cualitativo, se estudiará el caso de un centro público de educación infantil y primaria en el que se encuentran escolarizados/as chicos/as de familias homoparentales. ¿En qué medida las escuelas son reproductoras de este canon tradicional de familia?, ¿Qué factores favorecen y obstaculizan la intervención escolar sobre la diversidad familiar? Para responder a estas preguntas, en este trabajo se analiza, desde una perspectiva general de la diversidad familiar, algunos elementos de la cultura escolar relacionados con la familia; las medidas contempladas en el Proyecto Educativo de Centro; las actividades vinculadas con la familia y los procedimientos metodológicos empleados; la importancia que la comunidad educativa confiere a estas prácticas educativas; las necesidades formativas del profesorado; y los modelos familiares incluidos en los libros de texto. Y por otra parte, de forma específica, se aborda la realidad escolar de las familias homoparentales; es decir, se indaga en las dificultades percibidas por el profesorado en la inclusión escolar del modelo familiar homoparental; la actitud de la comunidad educativa sobre estas familias; las discriminaciones, burlas o rechazos vividos por estos/as menores y las respuestas del centro a estos incidentes. Con los hallazgos se pretende obtener un mayor conocimiento del tratamiento de la diversidad familiar en las escuelas, y de la realidad escolar de las familias homoparentales, con la intención de poder intervenir en aquellos aspectos necesarios para alcanzar la calidad e inclusión educativa. Como expresa Valcarce (2011), la escuela no llegará a ser inclusiva si sigue dando la espalda a la diversidad familiar, si continúa obviando o incluso negando esta realidad.In this doctoral thesis the factors that favor and hamper the school intervention of family diversity are described and analyzed. From a qualitative perspective, the case of a public school will be studied, with pre-primary and primary education where there are students from homoparental families. To what extent schools are reproducing this traditional model of family? What factors promote and hamper school intervention about family diversity? In order to answer these questions, the following aspects will be analyzed throughout this thesis from an overview of family diversity: Some elements of school culture related to the family; the measures included in the School Educational Project; activities related to the family and the methodological procedures used; the importance that the educational community gives to these educational practices; Teacher training needs; and family models included in textbooks. On the other hand, the school reality of homoparental families in an specific way; that is to say, it focuses on the difficulties which are perceived by teachers in school inclusion of homoparental family model; the attitude of the education community in these families; discrimination, ridicule or rejection experienced by these students and the responses given to these incidents by the school. With the findings, we intend to obtain a greater understanding as well as a wider knowledge regarding the treatment of family diversity in schools, and school reality of homoparental families, with the intention to intervene in those necessary aspects so that educational quality and inclusion are completely achieved. According to Valcarce (2011), the school will not become inclusive if you keep turning your back to family diversity, if you continue ignoring or even denying this reality

Barriers and limitations to school intervention in family diversity. A case study of homoparental families

Although Spain is the third country in the world that has regulated marriage between people of the same sex, schools continue to overlook or even deny the reality of homoparental families. This work presents a case study conducted in a public Primary School of Huelva (Andalusia, Spain), whereby the factors that favour or hamper the school's intervention in family diversity are analysed from the viewpoint of faculty. The discoveries of this study provide greater knowledge of how educational organizations approach one of the most remarkable changes in our society in recent decades: transformation of the family. The results highlight the need to create an in-depth debate in the heart of the school community and focus on the teaching task as well as training, research and educational policies. This way, we can help foster social recognition of the changes taking place in our society and benefit from the inclusion of family diversity in schools

The use of the ESS Bilbao installations for laser fusion studies

In this work the use of ESS-Bilbao fast neutron lines for irradiation of materials for nuclear fusion is studied. For the comparison of ESS-Bilbao with an inertial fusion facility a simplified model of HiPER chamber has been used. Several positions for irradiation at ESS-Bilbao have been also compared. The material chosen for the damage analysis is silica due to its importance on IFC optics. In this work a detailed comparison between the two facilities for silica irradiation is given. The comparison covers the neutron fluxes, doses, defect production and PKA spectra. This study is also intended as a methodological approach or guideline for future works on other materials

Tunable Fano resonance in symmetric multilayered gold nanoshells

Fano resonances (FRs) are produced when a discrete state is coupled with a continuum. In addition to fundamental scientific interests, FRs in plasmonic systems give rise to the so-called plasmon-induced transparency. In this work we have studied the evolution of dipole-dipole all-plasmonic FRs in symmetric multilayered nanoshells as the function of their geometrical parameters. We demonstrate that symmetry breaking is not mandatory for controlling the Fano resonance in such multilayered nanoshells. Generation of FRs in these symmetric nanostructures presents clear advantages over their asymmetric counterparts, as they are easier to fabricate and can be used in a wider range of technological applications

Ionoluminescence on α-quartz: mechanisms and modeling

Ionoluminescence of α - quartz exhibits two dominant emission bands peaking at 1.9 eV. (NBOHCs) and 2.7 eV (STEs. The evolution of the red emission yield does not show a correlation with the concentrations of neither the NBOHC nor with that of other color centers. The blue emission yield closely follows the amorphization kinetics independently measured by RBS/C spectrometry. A simple theoretical model has been proposed; it assumes that the formation and recombination of STEs are the primary event and both, the light emissions and the lattice structural damage are a consequence this phenomenon. The model leads to several simple mathematical equations that can be used to simulate the IL yields and provide a reasonable fit to experimental kinetic data

Refractive index changes in amorphous SiO2 (silica) by swift ion irradiation

The refractive index changes induced by swift ion-beam irradiation in silica have been measured either by spectroscopic ellipsometry or through the effective indices of the optical modes propagating through the irradiated structure. The optical response has been analyzed by considering an effective homogeneous medium to simulate the nanostructured irradiated system consisting of cylindrical tracks, associated to the ion impacts, embedded into a virgin material. The role of both, irradiation fluence and stopping power, has been investigated. Above a certain electronic stopping power threshold (∼2.5 keV/nm), every ion impact creates an axial region around the trajectory with a fixed refractive index (around n = 1.475) corresponding to a certain structural phase that is independent of stopping power. The results have been compared with previous data measured by means of infrared spectroscopy and small-angle X-ray scattering; possible mechanisms and theoretical models are discussed

Lesson study as a way of reconstructing practical knowledge for improved teaching practice. Seven case studies.

With the aim of helping to enrich teacher training processes, using an approach based on Practical Knowledge and Practical Thinking (Schön's knowledge-in-action), the present paper strives to explore and understand the relationships between espoused theories and theories-in-use (action theories by Argyris) of a group of seven pre-school teachers involved in a process of in-service training based on Lesson Study, a powerful methodological tool to identify, contrast and review such theories both autonomously and cooperatively. The conclusion reached is that this training strategy is a rich proposal for the questioning of teaching theory and practice, and, in consequence, for the reconstruction of more unconscious Practical Knowledge, albeit with some circumstantial and personal nuances.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

A cross-border cooperation project between Spain and Portugal to improve the quality of life of the population in Primary School

We present a project designed to raise awareness among school community members, encouraging them to engage with a change in their lifestyle and promoting healthy eating habits and exercise. We propose strategies for action on risk factors for several diseases such as diabetes, cardiovascular illness or cancer amongst others, including psychological disorders related with eating habits. The project is divided into four parts to determine the current situation regarding habits of the primary schoolchildren from schools in Andalucía, Algarve and Baixo Alentejo. The aim of this project is to understand the real situation in these areas and put forward a proposal for intervention in accordance with the needs identified, which may serve as a point of reference in the drive to improve health

A case study on the idealization and representation of the family in schools

Una característica de nuestra sociedad actual, es la diversidad de modelos familiares que la configuran. Esta situación ha supuesto la ruptura de la hegemonía del modelo tradicional de familia. La escuela ha de entender estos cambios e incluir el universo familiar en su trabajo educativo. Desde una perspectiva cualitativa, basada en el estudio de caso, en este artículo presentamos una investigación en la que se analiza las imágenes vinculadas con la familia en los libros de texto, carteles, murales; el lenguaje utilizado en las comunicaciones y notas del centro; y el concepto de familia entre los miembros de la comunidad educativa. Los resultados indican que un sector de la comunidad educativa comparte un concepto de familia basado en la heteronormatividad y la consanguinidad, y que los documentos y materiales analizados muestran una imagen sesgada de la familia.The diversity of family models is one of the factors shaping our current society. This situation has led to the rupture of the traditional model of family hegemony. These changes have to be understood by schools, and this new family realm has to be included in their educational work. In this article, we present a study which, from a qualitative perspective based on a case study, analyzes linked images to family in textbooks, on posters and murals; in the language used in communications and notes addressed to families; and finally, in the concepts of family that exist among the members of the educational community. The results indicate that one sector of the educational community shares a family concept based on heteronormativity and consanguinity, and that the materials and documents analyzed show a biased picture of the family