Palomino GL

Language: Spanish
References: 15
Page: 186-205
PDF size: 174.80 Kb.

ABSTRACT

The educational model for children in situations of risk, designed by Taracena and Albarrán (2006) is an alternative to the system, it brings to the socialization spaces of these groups the basic academic aspects and it implies for educators the organization of working schemes that adequate the contents and activities from the living conditions and necessities form the different populations with whom they work. In order to continue with the modifications to the manual in this document it is recovered the sense of the function of the educator involved in the intervention processes, for it to serve as a heuristic guide for the elaboration of future proposals. The question that guided this paper was: How is it signified, the activity done by the participants, who applied the psychopedagogical units. Objective: To recover the meaning of being an educator of children who are in situations of risk and living in the streets.
Methodology: The methodology used is of qualitative nature, the investigational device was the interview based in the objectives of the manual; the interviewee were five psychologists who got their undergraduate degree in psychology, who carried out several activities for the application of the educational model, the interviewer was a psychologist who shared these characteristics. The main aspects of the investigation are constituted by the discourse of the interviewee, the categories were: professional actions and educator, the significations that emerged were: comprehension, empathy and rules. By comprehension we mean their formation as psychologists, they recognize the difference of these individuals who have lived in the boundaries of the socialization institutions. The meaning of being an educator coincides with the former: commitment, support, regulation of the actions and ways of living; their presence with the population could even be granted as a path to follow in order to avoid a future of living in the streets, this could help to transcend the limitations that this population has so far erected between them and the institutional life where they maintaining a considerable distance from the school is a symptom of their relationship with others.

REFERENCES

1. Baz, M. (1996). La intervención grupal e Investigación. Cuadernos del Tipi No.24. México, Universidad Autónoma Metropolitana, México.

2. Cerbino, M. (2006). Jóvenes en la Calle Cultura y Conflicto. España: Anthropos.

3. Cerbino, M. (2005). Identidad. Argentina: Losada.

4. Fernández, L. (1998). La subjetividad: opaco objeto de conocimiento. En Jaidar I., Vargas L.E., Fernández L., Perrés J., Baz M. Tras las huellas de la subjetividad. México, Universidad Autónoma Metropolitana, pp. 67-88

5. Fernández, L. (1999). Subjetividad y psicoanálisis: La presencia del otro en la constitución subjetiva. En Jaidar I. Caleidoscopio de subjetividades. México, Universidad Autónoma Metropolitana, pp. 51-64

6. Fernández, L. (2005). Instituciones educativas y dinámicas institucionales en situaciones críticas. Buenos Aires Argentina, Paidós.

7. Goffman E. (2009). Internados. Ensayos sobre la situación social de los enfermos mentales. Argentina: Amorrortu.

8. Jaidar I., Vargas L. E., Fernández L., Perrés J. y Baz M. (1998). Tras las huellas de la subjetividad. Universidad Autónoma Metropolitana. México, pp.138.

9. Laveglia B. M.L. (2002). Cuando las antiguas recetas fallan. El estudio de la cultura e identidad organizacional en América Latina. Trabajo presentado para el Curso de posgrado Cultura e Identidad Organizacional. Secretaría de Posgrado, Facultad de Psicología. UBA. Buenos Aires, Argentina.

10. Palomino, L. (2008). Manual Para Educadores y Monitores del Modelo Educativo Para Niños y Jóvenes en Situación de Riesgo y Calle. FESI, UNAM, México. En prensa.

11. Reguillo, R. (2000). Emergencias de Culturas Juveniles. Colombia: Norma.

12. Remedi, A. E., Asistir P., Castañeda S. A. y Landesmann, M. (1989). Maestros, Entrevistas e Identidad. Cuadernos de investigación, México, 17 DIECINVESTAV.

13. Sabido, O. (2009). El extraño. En León E. Los rostros del otro. Reconocimiento, invención y borramiento de la alteridad. México: Anthropos.

14. Schvarstein, L. (1995). Psicología Social de las organizaciones. Argentina: Paidós.

15. Taracena, E. y Albarrán, G. (2006). Modelo Educativo para Niños y Jóvenes en Situación de Calle. México. Secretaría de Educación Pública / Subsecretaría de Investigación Básica y Normal / Dirección de Fomento a la Investigación Educativa. [en red] http://básica.sep.gob.mx/DGDGIE/programas/ninoscalle/materiales.asp