Current situation of the Social Pedagogy in Uruguay
DOI:
https://doi.org/10.7179/PSRI_2016.27.08Keywords:
Uruguay, politics in education, social workers, social educationAbstract
This paper shows a documentary research on the national educational reality and the development of education and Social Pedagogy at the Facultad de Humanidades y Ciencias de la Educación of the University of the Republic, in Uruguay.
A conception of education in a comprehensive and deep sense, based on the theoretical developments arising in the Faure Report (1972) later expanded at the Delors Report (1996) and the concepts of educa- tion for everybody throughout life, that we consider social education’s contributions as relevant and also the perspective of the social pedagogy to rethink and deepen into education and pedagogy.
According to the information and documentation relieved and analysed so far, we have produced three axes of different dimension, that could help us when establishing our object of study; Social Pedagogy in Uru- guay.
The “educative” component of the professional work of the Social Workers or Social Assistants is the first axis.
The second axis is the formal education, more precisely at schools.
The third axis is related to developments in social policies’ educational conception, particularly during childhood and adolescence, and specifically in the creation of the professional role of the Social Educator in Uruguay (1989).
This work explores the current situation and stops at the Social Pedagogy’s consolidation point; what happens around the social work educator and the theoretical and methodological developments coming from the Studies and Training Centre when the fist stage of training began from 1989 to 2011.
The paper finishes with reflections and conclusions related to Social Pedagogy in Uruguay, opening up new questions for research and tracking the development of the social educators’ training in Social Pedagogy, but mainly that contribute to social change’s process and the education’s role on it.
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