Tractament de la diversitat familiar a les aules de cicle inicial i a la biblioteca d'aula

Abstract

Les aules de l'escola han de ser una representació real de la societat en la qual vivim, per això és molt important que els nens i nenes rebin tota la informació necessària per afrontar-se a aquesta. Alhora, a aquests nens i nenes els acompanya una família que avui dia ningú, pot donar per fetes les seves característiques, ja que gairebé trobem tantes tipologies de família com famílies al món. És per aquest motiu que com a mestres hem de vetllar perquè tots i totes les nostres alumnes se sentin representats quan parlem de la família. Que sentin que allò que ells tenen darrere és rellevant i valuós, sigui quina sigui la tipologia, condició o forma. És per això que aquesta recerca gira entorn la pregunta "com trobem representada la diversitat familiar en la literatura infantil dins de dues aules de primària de cicle inicial?". Per donar-hi resposta s'han analitzat biblioteques d'aula, s'ha entrevistat famílies de tipologia no tradicional i mestres per tal d'aconseguir suficient informació i finalment, arribar a confirmar la hipòtesi d'aquest treball: a les aules de cicle inicial hi manquen recursos literaris en els quals s'hi representin les diferents diversitats familiars.

The school classrooms must be a true portrayal of the society in which we live, therefore it is very important for children to receive all the necessary information to face it. At the same time, these children have families behind them that as of today, their characteristics cannot be taken for granted by anyone, as there are as many kinds of families as families in the world. That is why, as teachers we must look out for the fair representation of all the students when we talk about families. So they feel that, whatever situation they may have is relevant and valuable, regardless of the typology, condition or structure. For this reason, this dissertation revolves around the question “How do we find family diversity represented within children’s literature in two classrooms of the first cycle of Primary Education?” To find the answer, there has been an analysis on the classroom’s library, interviews with families with a non-traditional typology and teachers in order to gather enough information and finally, reach the conclusion of the dissertation: There are not enough literary resources in which family diversity is represented within the early years of primary education.