Revisión sistemática de la relación escuela-familia: Perspectivas y tendencias

Alexander Rodríguez-Bustamante; Luis Fernando Cardona Palacio

doi:10.48204/rea.v4n2.8846

Enviado dezembro 3, 2025

Publicado 2025-12-04

Artículos

v. 4 n. 2 (2025): REA: Revista Científica Especializada en Educación y Ambiente

Revisión sistemática de la relación escuela-familia: Perspectivas y tendencias

Alexander Rodríguez-Bustamante⁺⁻
Luis Fernando Cardona Palacio⁺⁻

DOI https://doi.org/10.48204/rea.v4n2.8846

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Referências

DOI: 10.48204/rea.v4n2.8846

Publicado: 2025-12-04

Como Citar

Rodríguez-Bustamante, A., & Cardona Palacio, L. F. (2025). Revisión sistemática de la relación escuela-familia: Perspectivas y tendencias. REA: Revista Científica Especializada En Educación Y Ambiente, 4(2), 79–110. https://doi.org/10.48204/rea.v4n2.8846

Resumo

La escuela y la familia desempeñan un papel fundamental en la formación de la educación del alumnado de preescolar, primaria y secundaria. A pesar de los continuos debates académicos, la relación entre estas instituciones y su impacto en el rendimiento estudiantil se ha reconocido como una estrategia vital para promover el aprendizaje de niños y adolescentes. Este estudio busca mapear la producción científica relacionada con las relaciones escuela-familia mediante un análisis cienciométrico utilizando las bases de datos Web of Science (WoS) y Scopus. Siguiendo la metodología PRISMA para revisiones sistemáticas, la investigación identifica los principales países, revistas y comunidades académicas que contribuyen en este campo. Además, se aplica el algoritmo Árbol de la Ciencia (ToS) para clasificar la literatura en áreas de investigación fundamentales, estructurales y emergentes. Los resultados destacan la naturaleza interdisciplinaria del tema, con contribuciones que abarcan la educación, la psicología y la sociología. Fortalecer la comprensión científica de estas dinámicas podría contribuir al desarrollo de políticas y prácticas educativas más efectivas que fomenten la colaboración entre escuelas y familias en diversos entornos socioculturales.

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Referências

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[1] Afacan, K., Bal, A., Artiles, A. J., Cakir, H. I., Ko, D., Mawene, D., & Kim, H. (2021). Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study. Learning, Culture and Social Interaction, 31, 100569. https://doi.org/10.1016/j.lcsi.2021.100569

[2] Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11, 959–975. https://doi.org/10.1016/j.joi.2017.08.007

[3] Auerbach, S. (2012). School leadership for authentic family and community partnerships: Research perspective. Taylor & Francis.

[4] Barrera-Rodríguez, A. M., Duque Oliva, E. J., & Vieira Salazar, J. A. (2023). Actor engagement: origin, evolution and trends. Journal of Business & Industrial Marketing, 38(7), 1479–1497. https://doi.org/10.1108/jbim-11-2021-0512

[5] Baxter, G., & Kilderry, A. (2022). Family school partnership discourse: Inconsistencies, misrepresentation, and counter narratives. Teaching and Teacher Education, 109, 103561. https://doi.org/10.1016/j.tate.2021.103561

[6] Blondel, V. D., Guillaume, J.-L., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of Statistical Mechanics: Theory and Experiment, 2008(10), P10008. https://doi.org/10.1088/1742-5468/2008/10/P10008

[7] Bonanati, S., & Rubach, C. (2022). Reciprocal relationship between parents’ school- and home-based involvement and children’s reading achievement during the first year of elementary school. Societies, 12(2), 63. https://doi.org/10.3390/soc12020063

[8] Bornmann, L., & Haunschild, R. (2023). Analysis of research performance using Scopus and Web of Science: A comparison of database coverage and citation impact. Journal of Informetrics, 17(1), 101234. https://doi.org/10.1016/j.joi.2023.101234

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