Social and labor inclusion after the pandemic: a new global challenge for social education
DOI:
https://doi.org/10.7179/PSRI_2023.42.01Keywords:
social education, inclusion, sustainability, socio-labour, COVID-1Abstract
This article addresses the position of Social Education in relation to the global impact of COVID-19 in the field of socio-professional inclusion, which meant and still means a new global challenge for its professionals. The increase in poverty, unemployment, inequalities, and the quality of education are key elements to be tackled; as well as the new world of solitary and distant beings that has increased and persists, like a new invisibility, struggling for survival, income and work, in search of a meaning for their humanity. A situation of planetary crisis to which socio-educational professionals reacted responsibly and effectively, despite the initial difficulties, impotence and uncertainty, together with a significant lack of resources.
Social Education must multiply the effects of its intervention, based on the co-production of meanings and realities, in the spaces and contexts of participation, with the Sustainable Development Goals (SDG) as shared objectives. Faced with a gloomy perspective of global recovery and the medium and long-term prognosis of a significant generational educational gap, which will directly affect the possibilities of social and labour inclusion of the young population, there is a need to promote a close education, which promotes the well-being and autonomy, active citizenship but also critical, transformative and committed to sustainable, fair and solidary societies.
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