Publication: Claves para la puesta en marcha de programas de acción socioeducativa cocurricular.
Authors
Lasarte Leonet, Gema ; Galarraga Arrizabalaga, Haizea ; Tresserras Angulo, Alaitz ; Corres Medrano, Irune
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/reifop.634041
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Este artículo recoge los hitos que vertebran el programa de acción socioeducativa cocurricular
realizado durante 2021-2023 en la comarca alavesa de Zuia con los distintos agentes sociosanitarios,
culturales, políticos y la comunidad educativa. Se han combinado la metodología cualitativa y
cuantitativa en aras de profundizar en una realidad concreta, llevando a cabo de esta manera un
estudio de caso divido en tres frases. En la primera, se ha realizado un pretest sobre “clima escolar” y
cinco grupos focales con los distintos agentes de la comunidad; en la segunda fase, cinco grupos de
debate con alumnado y profesorado de los centros docentes que participan en la investigación y
técnicas de dibujo con alumnado, y en la tercera fase, se ha realizado un postest de “clima escolar” y
cuatro entrevistas en profundidad. A modo de conclusión, los hitos que hemos detectado y que
caracterizan esta intervención socioeducativa cocurricular en Zuia lo constituyen la innovación, la
coordinación; el acompañamiento al alumnado, profesorado y familias; el dialogo y la acción
comunitaria. Otras claves propias son el cambio de paradigma cocurricular, y las metodologías que
introduce dicho programa, agregando un aspecto pedagógico al ocio y una dimensión social a la
educación.
This paper outlines the milestones that underpin the socio-educational co-curricular action program carried out during 2021-2023 in the region of Zuia (Alava), in collaboration with various socio-health, cultural, political agents, and the educational community. Both qualitative and quantitative methodologies were combined to delve into a specific reality, thus conducting a case study divided into three phases. In the first phase, a pretest on "school climate" and five focus groups with various community agents were conducted; in the second phase, five discussion groups with students and teachers from the participating schools, as well as drawing techniques with students, were implemented; and in the third phase, a posttest on "school climate" and four in-depth interviews were conducted. In conclusion, the milestones identified that characterize this socio-educational cocurricular intervention in Zuia are innovation, coordination, support for students, teachers and families, dialogue and community action. Other key aspects include the paradigm shift in co-curricular activities and the methodologies introduced, which add a pedagogical aspect to leisure and a social dimension to education.
This paper outlines the milestones that underpin the socio-educational co-curricular action program carried out during 2021-2023 in the region of Zuia (Alava), in collaboration with various socio-health, cultural, political agents, and the educational community. Both qualitative and quantitative methodologies were combined to delve into a specific reality, thus conducting a case study divided into three phases. In the first phase, a pretest on "school climate" and five focus groups with various community agents were conducted; in the second phase, five discussion groups with students and teachers from the participating schools, as well as drawing techniques with students, were implemented; and in the third phase, a posttest on "school climate" and four in-depth interviews were conducted. In conclusion, the milestones identified that characterize this socio-educational cocurricular intervention in Zuia are innovation, coordination, support for students, teachers and families, dialogue and community action. Other key aspects include the paradigm shift in co-curricular activities and the methodologies introduced, which add a pedagogical aspect to leisure and a social dimension to education.
publication.page.subject
Citation
REIFOP, Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 28, N. 2, pp. 223-238
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/