Educación social y profesoradola escuela como espacio común de intervención

Resumo

The incorporation of social educators in schools raises the question how the cooperation with the teachers should be organized. Establishing an intervention paradigm is more important to achieving effective cooperation than establishing exhaustive areas of responsibilities. In the end, it comes down to what school model we want to build and what role is assigned to social education in it. Teachers and social educators need to work together to achieve a more equitable school open to its community. They need to define the activities and functions of social education in the school ad hoc according to needs, professional competences, and idiosyncrasies of each educational community. However, the empirical data show that the social educators are often placed in unfavorable positions to perform their tasks according to their professional ethics and competences. Based on different projects, texts, and research results, we will analyze what responsibilities should be shared between teachers and social educators and what responsibilities are distinctive of each professional