La Pedagogía Social ante el proceso de convergencia europea de la Educación Superior.
DOI:
https://doi.org/10.7179/PSRI_2007.14.02Keywords:
Pedagogía Social, Educación Social, Espacio Europeo de la Educación Superior, Reformas Universitarias, Convergencia Europea, Social Pedagogy, Social Education, European dimension of higher Education, University reforms, European convergenceAbstract
En los inicios del siglo XXI las universidades europeas afrontan uno de sus procesos de reforma estructural y curricular más decisivos, con objetivos y líneas de actuación que tienen como principal soporte la Declaración de Bolonia (junio de 1999). Un documento con el que se propone crear un sistema de grados académicos fácilmente comprensibles y comparables, fomentar la movilidad de los estudiantes, docentes e investigadores, garantizar la calidad de la enseñanza y crear un Espacio Europeo de la Educación Superior (EEES).
En este contexto, el artículo argumenta acerca de las connotaciones pedagógicas y sociales inherentes a estas reformas, valorando los principios y actuaciones en los que se sustentan como una nueva oportunidad para el reencuentro de las universidades consigo mismas y con la sociedad. También se analiza el estado de cuestión actual de la Pedagogía Social y de la Educación Social en España ante el proceso de convergencia, de sus realidades y desafíos en la construcción de una sociedad educadora, garante de los derechos cívicos y la condición ciudadana. Para concluir con una serie de recomendaciones y propuestas destinadas a mejorar las decisiones que se adoptan en el futuro, ante la previsible reconversión de la Diplomatura en Educación Social en un Grado con la misma denominación.
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In the beginnings of the 21st century, European Universities confront one of the processes of structural and curricular reform more decisive, with aims and lines of action that take the Bologna Declaration as a principal support (June, 1999). A document that is designed to introduce a system of academic degrees that are easy to read and compare, to foment the mobility of students, teachers and researchers, to guarantee the quality in education and to take into account the European dimension of higher Education.
In this context, the article argues about the pedagogic and social connotations inherent in these reforms, valuing the principles and actions that sustain them, as a new opportunity for the meeting of the Universities with himself and with the society. Also it is analyzed the condition of current question about the Social Pedagogy and about the Social Education in Spain before the process of convergence, about his realities and challenges in the construction of an educational and responsible society that guarantees the civic rights and the civil condition. To conclude with a recommendations and offers destined to improve the decisions that are adopted in the future, before the predictable restructuring of the Social Education Diplomature in a Degree with the same denomination.
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