La voz de los profesionales de la educación social en España y Francia: la identidad autopercibida

Abstract

Even though the specialized education model in France is a reference in the definition of the training model of the first social educators in Spain, both training processes are developed in differentiated ways. Social education in Spain develops and acquires recognition in the university academic environment, when it is legally recognized in 1991 after the establishment of the official university degree of Diploma in Social Education. However, the training of the specialized educator in France does not take place in the university sphere but in Schools and Institutes of Social Work and concludes with the Diploma of State of Specialized Educator. Both studies were adapted to the European Higher Education Area, allocating a credit load of 180 ECTS, however, the Specialized Educator does not hold the same professional category as the social educator in Spain. Thus, the objective of this work is to know social education as a profession from the perception of its professionals through a comparative study between France and Spain, focusing attention on the training process. For this purpose, a qualitative study was carried out using the structured interview as an information collection instrument. The results show that the social educator in Spain recognizes himself more empowered by defining himself as a professional; both groups identify with the functions and competencies in which they have been trained; they emphasize formative deficiencies and show similar difficulties in the exercise of the profession. The conclusions show that professional recognition goes beyond professional identity, implying recognition or social prestige, as well as the need to design a permanent training plan that channels the training deficiencies of both professionals.

Navigating feminist and biomedical conceptual frameworks in educational interventions for eating disorders: Spanish educators’ understandings of the causes and treatment of eating disorders

“…Despite difficulties demarcating their functions, social educators are responsible for the preparation, monitoring, and evaluation of socio-educational programs and projects in various areas such as labour, law, and health. Social education is considered a response to the right to education (Gradaïlle & Caride, 2018) and Spanish social educators see themselves as social agents of change, empowering people and promoting critical awareness (Eslava-Suanes et al, 2018).…”

Discussion of competences at university level: review of the competency profile of social educators /Discusión de competencias en el ámbito universitario: revisión del perfil del educador social

“…La titulación de educación social es tan relativamente joven que precisa ser revisada a tenor de proporcionar al alumnado en formación inicial las herramientas para el desempeño de la profesión y acorde a los variados escenarios de intervención socioeducativa (Chamseddine, 2013; Panchón, 2011). Así pues, al adentrarnos en el perfil competencial del educador y educadora social en una investigación previa donde se analizaron los 38 planes de estudio de las universidades españolas que imparten la titulación, fuimos conscientes de que no existe un núcleo común que defina el perfil competencial de estos profesionales durante su formación inicial (Eslava Suanes, González López, & de León Huertas, 2017).…”

“…Degree programmes in social education are so new that they need to be reviewed to ensure that students are provided with the tools to carry out their future profession in line with the different potential scenarios of socio-educational intervention (Chamseddine, 2013; Panchón, 2011). Thus, when focusing on the competency profile of social educators in a previous study analysing 38 study plans of Spanish universities that deliver the corresponding degree programme, we became aware that a common core defining the competency profile of these professionals during their initial training does not exist (Eslava Suanes, González López, & de León Huertas, 2017).…”

Contribuciones de un blog a la identidad, el desarrollo y la profesionalización de la Educación Social

“…Las y los profesionales parten de una autopercepción del propio trabajo, desde la que identifican y relatan su desempeño profesional (Eslava-Suanes et al, 2018b). En este sentido, Azevedo (2019) señala que como profesionales de la Educación Social, resulta fundamental educar seres humanos con autonomía, es decir, a través de la intervención socioeducativa se reconoce la emancipación de la persona otorgándole capacidad de transformación.…”

“…En este marco, Eslava-Suanes et al (2018a) analizan el perfil competencial con el que el profesional de la Educación Social se identifica, indicando que son 23 competencias agrupadas en las siguientes dimensiones competenciales: comunicativas, crítico-reflexivas, sociales, disciplinares, funcionales, y definitorias de la identidad profesional. Y se subraya la necesidad de diseñar un programa de formación permanente especializado para cubrir las carencias de la formación inicial universitaria (Eslava-Suanes et al, 2018b). En esta línea, Ricci Caballo et al (2022) apuestan por la formación desde la perspectiva de las competencias sistémicas, priorizando planes de estudios con diversas prácticas que se adapten al cambio.…”