implicaciones de la acción educativa en espacios específicos de proyección profesional en españa implications of the educative action in spaces of specific professional orientation in spain

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ID: 244875
2011
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Abstract
En los últimos años, ha aumentado considerablemente el número de publicaciones que ilustran actuaciones educativas en espacios excepcionales de proyección profesional, como aquellas que necesitan los menores enfermos y/u hospitalizados, no sólo desde el punto de vista físico o médico, sino también desde el psicológico y educativo. Concretamente, como parte del abordaje integral de las situaciones de atención a necesidades educativas especiales en los hospitales, surgen las aulas hospitalarias; entornos de enseñanza-aprendizaje que, dadas sus características peculiares de espacio y ubicación, demandan una intervención psicopedagógica eficaz, diferente de la ordinaria. El presente trabajo pretende ser una contribución en esta dirección, centrando su atención, primero, en descifrar el sentido de la Psicopedagogía en el contexto hospitalario. A este respecto, la literatura deja constancia de que la intervención psicopedagógica en las aulas hospitalarias cobra sentido e importancia al tener, como objetivo último, ayudar a reforzar y apoyar psicológica y educativamente los procesos de enfermedad y hospitalización infantil, con el fin de conseguir la mayor normalización en la vida del paciente y su familia. A continuación, el artículo profundiza en el estudio de una formación adecuada para el profesional de la Psicopedagogía Hospitalaria, identificando cuatro clusters de competencias: competencias pedagógico-didácticas, competencias político-institucionales, competencias interactivas y competencias específicas. Por último, recoge las principales implicaciones educativas del trabajo en este contexto, perfilando propuestas para la acción.
In the last years, there has been considerable increase in the number of publications depicting educative actions in special spaces of professional orientation, such as those required by sick and/or hospitalized youngsters, not just from the physical or medical viewpoint, but also from the psychological and educative one. In concrete terms, as part of the integral approach to situations of attention to the special educative needs in hospitals, emerge the 'hospital classes', teaching-learning environments which, given their specific characteristics of space and location, require an efficient psychopedagogical intervention, different from the normal one. The present work aims to contribute along these lines, centering its attention, firstly, at deciphering the meaning of Psychopedagogy within the hospital context. In this respect, the literature shows evidence of the fact that the psychopedagogical intervention in the hospital classes acquires significance and importance by having as its ultimate goal to help sustaining and supporting psychologically and educationally the children's processes of illness and hospitalization, with the purpose of preserving the best possible normality for the patient's life and those of their relatives. Next, the article goes further into the investigation of what would constitute an appropriate formation for the professional of Hospital Psychopedagogy, identifying four clusters of competences: pedagogical-didactical competences, political- -institutional competences, interactive competences, and specific competences. Lastly, the text collects the main educative implications of the work in this context, lining up proposals for action.
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encomienda2011educaoimplicaciones Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Francisco Javier Blanco Encomienda, María José Latorre Medina
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Journal brazilian journal of biology
Year 2011
DOI
10.1590/S1517-97022011000300009
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022011000300009
Keywords
professional profileeducation (general)

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