Abstract
Research shows that the exclusion of families’ funds of knowledge (FoK) from the curriculum contributes to low levels of school engagement. This study is part of an ongoing research project aiming to promote school engagement among students from immigrant backgrounds through the strategic use of FoK. We provide an overview of the project design and explain how it has been implemented in the specific context of early childhood education in a school in Catalonia. A qualitative approach is used to assess the effect of the process from the teacher perspective, contrasting positive aspects with some of the difficulties experienced. We conclude that including families’ FoK in pedagogical practice can contribute towards improving student engagement and fostering more inclusive educational environments.
Highlights
Algumas pesquisas mostram que excluir os fundos de conhecimento (FoK) das famílias do currículo escolar contribui para os baixos níveis de envolvimento na escola
This paper presents results from an ongoing research project that aims to promote school engagement through the strategic use of funds of knowledge (FoK) (González, Moll, & Amanti, 2005)
FoK emerged in Arizona (US) in the early 1990s aiming to counteract prevailing deficit accounts which tended to be used to explain poor levels of school engagement and performance in students from workingclass Latin-American families and other ethnic minority groups (Rios-Aguilar, Kiyama, Gravitt, & Moll, 2011)
Summary
Algumas pesquisas mostram que excluir os fundos de conhecimento (FoK) das famílias do currículo escolar contribui para os baixos níveis de envolvimento na escola. Este estudo é parte de um projeto de pesquisa em andamento que visa promover o envolvimento dos estudantes de origem imigrante na escola, por meio do uso estratégico do FoK. Concluímos que a inclusão do FoK das famílias na prática pedagógica pode contribuir para melhorar o envolvimento dos alunos e promover ambientes educacionais mais inclusivos. PALAVRAS-CHAVE: Fundos de conhecimento; Envolvimento dos estudantes; Famílias imigrantes; Prática pedagógica; Educação infantil. Concluimos que la inclusión de los FoK de las familias en la práctica pedagógica puede contribuir a mejorar el compromiso escolar y a fomentar un entorno educativo más inclusivo. PALABRAS CLAVE: Fondos de conocimiento; Compromiso escolar; Familias inmigrantes; Práctica pedagógica; Educación en la primera infancia. FoK emerged in Arizona (US) in the early 1990s aiming to counteract prevailing deficit accounts which tended to be used to explain poor levels of school engagement and performance in students from workingclass Latin-American families and other ethnic minority groups (Rios-Aguilar, Kiyama, Gravitt, & Moll, 2011)
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