Educación Social en y con la institución escolar
DOI:
https://doi.org/10.7179/PSRI_2008.15.02Keywords:
Educación social, educación formal, inclusión, comunidad, fracaso escolar, diversidad, Social Education, formal education, inclusion, community, school failure, diversityAbstract
La incorporación de profesionales de la educación social en los centros escolares es una muestra del dinamismo de la educación social, a la vez que lleva a replantear algunos conceptos. Este proceso puede colaborar a una mejor adecuación de la institución escolar o a reforzar una visión de la escuela que no es capaz de repensarse a sí misma, donde las y los educadores cumplen un rol que puede favorecer la segregación en lugar de la inclusión. Hay que avanzar mediante el trabajo colaborativo interprofesional, estableciendo puentes entre la cultura escolar y las formas y los recursos culturales de la comunidad.
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The incorporation of Social Education professionals in the school center is a token of Social Education dinamism, what at the same time leads us to reconsider some concepts. This process could contribute to improve the adaptation of the education institution or to reforce a view of the school that is not able to reconsider itself, where the educators play a role that could favour a segregation instead of an inclusion. It’s needed to progress by a collaborative work between professionals, establishing connections between educational culture and the cultural resources and expressions of the community.
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