Parental migration from the perspective of personal-emotional development and school performance in Gualaceo-Ecuador

Abstract

Parental emigration represents one of the most serious problems in rural schools in Ecuador. The article aims to determine that the origin of the problems related to the personal-emotional development and school performance of the students of the Rotary Club Basic Education School (Burin Community, Gualaceo, Azuay province, Ecuador), is a consequence of the absence of parents, who have emigrated. The type of research is descriptive, documentary and field; following a methodology for the analysis of the survey applied to 8 students of the center and their corresponding legal representatives (8), supported by a discussion based on the teaching experience during the 2018-2019 school period, as a complementary inquiry technique. The registration of information and its results contrasted with the field observation, made it possible to show that parental emigration has a negative impact on school performance and on the emotional development of the boys and girls of the Rotary Club school. Finally, recommendations are proposed for actions such as: Educational interventions, psycho-affective workshops, increase in work meetings with student representatives, aimed at students affected by this problem being able to cope with the situation, improving their development and school motivation.