Migración parental desde la mirada del desarrollo personal-emocional y el rendimiento escolar en Gualaceo-Ecuador

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.