How to accompany inclusion? Elements of protection and good practices in socio-labour insertion programmes

Authors

DOI:

https://doi.org/10.7179/PSRI_2023.42.05

Keywords:

social inclusion, social and labour insertion, support, best practices, digital gap

Abstract

Labour insertion is an area of socio-educational intervention that can contrib­ute to the social inclusion of different individuals and groups. Based on a literature review on protective elements in socio-occupational integration processes, and taking into account especially the situation experienced during the COVID-19 pandemic in the years 2020-2022, in this study we have identified, through 109 questionnaires and 21 group interviews with so­cio-educational agents, which of these elements are present in integration projects currently being developed in 4 Latin American countries, and we have explored how they define ‘good practices’ in this area and what effective actions exist. The results, explained by country (Bra­zil, Spain, Colombia and Mexico), indicate that three types of protection elements are con­sidered in the different socio-educational projects: development of personal and professional competences; support from the family and social context; and institutional elements related to socio-occupational intermediation and social support interventions. In relation to good practices, the technical agents working in insertion projects associate this term with method­ological characteristics of their intervention (accompaniment, empathy, personalisation) and/ or with the achievement of results (quality of life, empowerment, employability). They identify new challenges that have arisen during the pandemic, such as digital literacy or mental health, and illustrate with some examples of successful practices they are developing. The article ends with a mention of the socio-educational approach in socio-labour insertion programmes and the presentation of two proposals for further study.

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Author Biographies

Inés Gil-Jaurena , Universidad Nacional de Educación a Distancia (UNED)

Doctora en Educación y Profesora Titular en la Facultad de Educación de la Universidad Nacional de Educación a Distancia (UNED), en el Departamento de Teoría de la Educación y Pedagogía Social. Miembro del Grupo INTER de investigación en educación intercultural. Sus líneas de investigación se centran en el ámbito de la pedagogía social, el aprendizaje de la ciudadanía y la participación. Desde el año 2020 coordina el Grado en Educación Social en la UNED.

Carmen López Martín , Universidad Nacional de Educación a Distancia (UNED)

Licenciada en Ciencias Físicas por la Universidad de Granada y en Economía en la UNED. Doctora en Economía (2015) por la UNED. Profesora contratada Doctor en el Departamento de Economía de la Empresa y Contabilidad de la Facultad de CC. Económicas y Empresariales de la UNED. Sus líneas de investigación se centran en finanzas, principalmente en el análisis de riesgo de mercados. Participación en el proyecto de investigación de proyectos de I+D+i2020 del Ministerio de Ciencia e Innovación (España) (PID2020-113367RB-I00) e investigadora principal del proyecto de investigación Talento Joven UNED 2022 “Análisis de los mercados energéticos: efectos de la COVID-19 y la invasión de Ucrania sobre la evolución de los mercados energéticos” (076-044355 ENER_UK).

Jorge Valencia Cobo , Universidad del Norte

Economista, Magíster en Educación. Coordinador del Observatorio de Educación del Caribe Colombiano
de la Universidad del Norte. Docente e Investigador en las líneas de Política Educativa y Economía de la Educación. Investigador Senior según clasificación del Ministerio de Ciencias, Tecnología e Innovación de Colombia.

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Published

2023-01-16

Issue

No. 42 (2023): Social pedagogy and socio-labour inclusion

Section

Monographic

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