Deontología y código deontológico del educador social.
DOI:
https://doi.org/10.7179/PSRI_2012.19.05Keywords:
Ética, Valores Morales, Normas, Deontología, Educación Social, Formación Ética, Código Deontológico, Principios y Normas de la Práctica Profesional, Ethics, Moral Values, Norms, Deontology, Social Education, Ethical Instruction, Code of EthicsAbstract
La ética y la deontología se revelan hoy esenciales para cualquier profesión y más para aquellas que prestan sus servicios y tratan con personas desfavorecidas, como es la Educación Social. Tanto a los futuros profesionales de la Educación Social como a los que ya ejercen esta profesión les hace falta una formación ética y deontológica intencionada puesto que, al igual que el resto, viven en un mundo que se rige por valores contrarios a los que exige su profesión. Esa formación debería incluir objetivos de conocimientos sobre la ética, la moral y la deontología, pero sobre todo de capacitación para la reflexión personal y en equipo -con sus iguales- sobre los bienes que persiguen las prácticas socioeducativas que realizan, sobre las buenas prácticas y los dilemas éticos que se encuentran con frecuencia en su práctica cotidiana.
Los educadores sociales, profesionales de muy reciente creación aunque con una trayectoria larga de voluntariado, cuentan ya con un código deontológico oficial propio desde septiembre de 2007 que fue precedido por un Esbozo del mismo elaborado en 1996. La posesión de un código suele considerarse como un indicador de calidad en el mundo de las profesiones y otorga a los profesionales prestancia, de ahí que se considere una obligación el conocimiento del mismo para el ejercicio de la profesión. Sin embargo, en el caso de la Educación Social, un análisis rápido de las ofertas formativas de los centros universitarios que ofrecen estos estudios revela que la formación ética no es contemplada de forma explícita en los currículos formativos ni existen, por parte de estos centros, ofertas planificadas de formación para los profesionales que ya ejercen la profesión, de manera que, en general, éstos desconocen los contenidos del código aun siendo conscientes de su existencia. Todo ello convierte a ese importante documento en letra muerta o, a lo sumo, en un adorno decorativo de la profesión Educación Social.
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Ethics and deontology are critical in today’s professional practice and still more for those that provide their services and deal with underprivileged persons, as is the case of Social Education. Both future professionals in Social Education and those already in practice require specific training in deontological ethics since, as individuals, they live in a world that is governed by values that are contrary to those required in their profession. This training should focus on improving the understanding of ethics, morals and deontology. More specifically, it should seek to enable students to engage in individual and group reflection with their peers on the good sought by socio-educational practices, good practices, and the ethical dilemmas they often encounter in their daily practice.
Although this profession is relatively new, social educators have a long-standing tradition in voluntary services. They have had their own official code of conduct since September 2007, which was preceded by a draft code written in 1996. Having a Code is regarded as a guarantee of professional quality and excellence. Therefore, it is an essential requirement of professional practice. However, in the case of Social Education, a quick review of the range of courses available at universities reveals that they do not provide for ethics training in their curricula, nor there are courses available for practicing professionals. Thus, in general, they do not know the contents of the code even if they are aware of its existence. All this makes this important document a dead letter, or at the most, a useless one for the Social Education practice.
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