Exploratory study on trends in professional practice against violence in socio-educational action settings

Keywords: nonviolence, ethics, violence, peace culture


Introduction: The central role of social education as a discipline that offers two-way action and mediation between social structures, from which various forms of structural violence emanate, and citizens, who are outrage, are exposed. The difference between forms of objective and subjective violence is expressed and how the culture of peace offers a useful analysis framework to think, from it, about socio-educational practice. Methodology: Through the use of interviews, the processes of significance of violence have been collected from a group of twenty-five professionals. They are analyzed, making use of the grounded theory methodology, using the Atlas.ti software with an in vivo coding system. Results: On the one hand, the effects of violence experienced and its normalization in socio-educational practice are exposed and, on the other, the finding of three professional trends: vocational-affective, structuring-coercive and ethical-reflexive, with different effects on the dynamics of the cycle of violence in environments of socio-educational action. Discussion: An improvement of the socio-educational practice is proposed through the development of the ethical-reflective professional tendency, in the face of the limitations manifested in the other two trends.

Author Biographies

Santiago Ruiz-Galacho, Universidad de Málaga

Diplomado en Educación Social con Premio Extraordinario Fin de Carrera. Experto Universitario en Intervención Socioeducativa con Familia e Infancia en Riesgo; Máster Universitario Oficial en Investigación e Intervención Social y Comunitaria; Máster Universitario en Cultura de Paz, Conflictos, Educación y Derechos Humanos. Doctorando en Educación y Comunicación Social por la Universidad de Málaga. Ha trabajado como educador social en recursos residenciales de protección a la infancia y al juventud. Actualmente es director de un Centro de Protección de Menores.

Victor Manuel Martin-Solbes, Universidad de Málaga, España

Doctor en  Pedagogía por la Universidad de Málaga. Ha sido educador social en Instituciones Penitenciarias. Actualmente profesor del Departamento de Teoría e Historia de la Educación y MIDE de la Universidad de Málaga, donde desarrolla su tarea docente y de investigación en torno a la pedagogía social. la educación social, la exclusión social, la educación intercultural y la cultura de paz. Coordinador del Máster Oficial Interuniversitario en Cultura de Paz, Conflictos, Educación y Derechos Humanos. Premio Internacional en Educación Social Joaquim Grau i Fuster sobre la práctica educativa 2012.


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