Resumen

GUBBINS, Verónica; TIRADO, Valentina  y  MARCHANT, Valentina. Disposiciones docentes hacia la relación con apoderados en un establecimiento educacional privado en Chile: estudio de caso. Perfiles educativos [online]. 2017, vol.39, n.155, pp.107-122. ISSN 0185-2698.

Relationships between teachers and parents affect students' school performance. Less economically advantaged guardians report few positive experiences and less participation in school activities. There is less evidence with regard to relationships between teachers and families with high economic and cultural capital. The objective of this article is to describe teachers' attitudes in a private education establishment in Chile toward relationships with elite families. Four discussion groups were held with all of the teach ers working with guardians in the first and second cycles of basic education. Teachers' attitudes are oriented toward building instrumental relationships with families and excluding them from matters and decisions associated with the work of teaching in the classroom. It is concluded that less cultural distance between families and schools does not guarantee more trust, reci procity or mutual support between teachers and guardians.

Palabras llave : Family-school relationship; High socioeconomic level; Professors; Private school; Basic education; Case studies.

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