¿Voluntarios dentro del aula? El rol del voluntariado en “Comunidades de Aprendizaje”
Resumen
El presente artículo estudia la influencia del voluntariado en el aprendizaje de los alumnos y alumnas cuando es ejercido dentro del aula como apoyo a las tareas de enseñanza y aprendizaje, tema particularmente relevante una vez concluido el año del voluntariado declarado por la Comisión Europea en 2011. Durante dos cursos académicos se siguió, por procedimientos cualitativos de estudio de casos, la participación del voluntariado en una Comunidad de Aprendizaje en la provincia de Barcelona. Se utilizaron observaciones continuadas, entrevistas en profundidad, grupos de discusión comunicativos y otros procedimientos de recogida de información. Todo este proceso ha permitido constatar la positiva influencia del voluntariado en el rendimiento académico de los alumnos y alumnas y, de una manera destacada, su contribución al carácter inclusivo de la escuela y a la cohesión social del entorno en que se ubica. El artículo incluye una revisión de las investigaciones llevadas a cabo sobre el voluntariado en la escuela. Los resultados obtenidos son sometidos a discusión.
Palabras Clave. Voluntariado, participación de las familias, comunidad de aprendizaje, rendimiento académico, cohesión social
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Knapp, A. K., & Jefferson, V. M. (2013). “Learning Toghether”. Teaching Cildren Mathematics, 19(7), 432-439.
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Nettles, S. M., & Greenberg, B. (1990). Community Involvement and Disadvantaged Students: A Review and Annotated Bibliography, from http://www.eric.ed.gov/PDFS/ED325601.pdf
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Administradores de la Educación, 16(4), 25-30.
Sanders, M., Sheldon, S. B., & Epstein, J. (2005). “Improving Schools’ Partnership Programs in the National Network of Partnership Schools”. Journal of Educational Research & Policy Studies, 5(1), 24-47.
Sheldon, S. B. (2003). “Linking School–Family–Community Partnerships in Urban Elementary Schools to Student Achievement on State Tests”. The Urban Review, 35(2), 149-165.
Sheldon, S. B. (2007). “Improving Student Attendance With School, Family, and Community Partnerships”. The Journal of Educational Research, 100(5), 267-275.
Simpkins, S. D., Becnel, J. N., & Eccles, J. S. (2008). “The Mediational Role of Adolescents’ Friends in Relations Between Activity Breadth and Adjustment”. Developmental Psychology,
(4), 1081-1094.
Slavin, R. E., & Madden, N. A. (2001). Reducing the Gap: Success for All and the Achievement of African-American and Latino Students. Annual Meeting of the American Educational Research Association. Retrieved from http://www.eric.ed.gov/PDFS/ED455079.pdf
Spratt, J., Shucksmith, J., & Philip, k. (2007). “Embedded yet Separate: Tensions in Voluntary Sector Working to Support Mental Health in State-Run Schools”. Journal of Education Policy, 22(4), 411-428.
Stake, R. (1998). Investigación con estudio de casos. Madrid: Morata.
Valls, R., & Kyriakides, L. (2013). “The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations”. Cambridge Journal of Education, 43(1), 17-33.
Vygotski, L. S. (1978). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.
Wallace, C., & Florian, P. (2009). “More Participation, Happier Society? A Comparative Study of Civil Society and the Quality of Life”. Social Indicators Research, 93(2), 255-274.
Wanat, C. L. (2010). “Challenges Balancing Collaboration and Independence in Home- School Relationships: Analysis of Parents’ Perceptions in One District”. The School Community
Journal, 20(1).
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