Reflections on the permanent formation of the primary teacher for family orientation

Reflexiones en torno a la formación permanente del maestro primario para la orientación familiar

Abstract

A study is developed about the permanent formation of the primary teacher for the development of family orientation, from a mixed research approach, with a descriptive-correlational scope. For which theoretical level methods were applied: historical-logical, analysis-synthesis, induction-deduction; and from the empirical level: participant observation and the review of documents, which allowed reflections about the permanent formation of the primary teacher for these purposes. The objective of the article was aimed at socializing the logical historical analysis of the permanent formation of the primary teacher for the performance of family orientation from the school setting. The results allowed revealing the stages through which the process of permanent formation passes, as well as its main characteristics, tempered to the school space in which the teachers develop.