La práctica educativa desde la perspectiva de los fondos de conocimiento e identidad

Abstract

This article presents a discussion of the proposal known as home-school continuity- discontinuity framework, designed to explain and to intervene on the educational experience of under-represented students. The main purpose of this article, grounded in sociocultural theory, is to describe the relationship between the home and school lives of students according to the funds of knowledge approach. Specifically, we suggest the concept of funds of identity in order to complement the funds of knowledge term. In doing so, we illustrate how teachers can document funds of identity to make direct links from students’ lives to classroom instruction. Two qualitative strategies are presented: self-portrait and significant circle.