Sumu – tuahka parents in the sixth grade school activities, ronas dolores bilingual school, wasakin community, first semester of 2008

Abstract

The present investigation values ​​the participation of Sumu – tuahka parents, in the school activities of the sixth grade students, Ronas Dolores Bilingual School, Wasakin Community. The cultural practice of Sumo – tuahka indigenous peoples differs with mestizo culture and other ethnic groups. This is linked to the worldview and the way in which ancestral knowledge is transmitted. This study is qualitative of a descriptive type. The study population are parents, students, teachers, principals, School Council and community leaders. The techniques used were interviews, observation and group discussion. Most fathers do not make follow-up visits at school, this work falls almost exclusively on mothers. Among the argued reasons are: little support from parents to their children, poverty, little time and illiteracy. There is ignorance of the role played by the School Council and the community leaders who do not assume their role for the educational benefit of children in school. The perception of the parents is that: "The responsibility of guaranteeing the care of the center and keeping the infrastructure in good condition corresponds to the leaders, nevertheless, they are not interested in education but they only care about their own benefit". The low participation of parents affects the children morally, this is reflected in the academic performance, which is better in those students whose parents are more aware of their performance in the school.