Influence of family dynamics on school discipline from the perspective of complex thought in third grade students of Santa Teresa educational institution

Abstract

This research examines the impact of family dynamics on the academic discipline of students in basic education, from the perspective of complex thought developed by Edgar Morin. The family, as the first space of socialization, plays a fundamental role in the development of values, habits, and attitudes that children carry into the educational context. Through a qualitative approach framed within a transdisciplinary perspective, the study proposes the use of semi-structured interviews, participant observation, and analysis of family narratives to explore the relationships between home and school. The anticipated results indicate that parenting styles, as well as affectionate communication and the emotional structure of the home, directly influence students’ self-regulation, coexistence, and academic performance. Additionally, the study suggests strengthening co-responsibility between families and schools through socio-emotional strategies, restorative circles, and dialogue platforms that foster a culture of respect. This analysis offers a comprehensive view of discipline as an educational and formative process rather than a punitive one, grounded in cooperation, empathy, and the humanization of educational practices.