Guidance departments dealing with social exclusion. Inclusive practices.
DOI:
https://doi.org/10.5944/reop.vol.22.num.2.2011.63Keywords:
educational exclusion, educational guidance, school failure, social exclusion, good educational practicesAbstract
We approach three secondary education public schools of the Andalusia Autonomous Community, located in rural and vulnerable to social and educative exclusion areas, aiming to identify, select and classify practices that promote social cohesion and educational development of students, while reducing social and educational exclusion processes.
The study has been conducted through a qualitative methodology in which design we consider: analyzing the information contained in the educational administration databases of ESO students in situation of social exclusion; selecting a sample of IES centers located in contexts of vulnerability, with a high rate of pupils in school failure risk, above Andalusia average. Data collecting instruments were based on depth interviews and the analysis of various documents and reports from schools and from different national and international organizations.
As outstanding results of this process, we highlight the function of Counselling and Guidance Departments and the core figure of the counselor, who enhances and encourages the emergence of practices and strategies that address the phenomenon of social exclusion.
So, three key sub-categories are notorious in the analysis: personal relationships, school and classroom organization and the establishment of a linkage with the context of the school.
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