Theoretical approach to non-formal education as a learning resource in attention to diversity: the role of the socio-family context
This paper reflects on the relevance of non-formal education in childhood and adolescence, with particular emphasis on attention to diversity, highlighting the importance of including the social and family environment in this learning process. For this purpose, a global theoretical review of special...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/149832 |
| Acesso em linha: | https://hdl.handle.net/11441/149832 https://doi.org/10.56734/ijahss.v3n10a7 |
| Access Level: | acceso abierto |
| Palavra-chave: | Non-Formal Education Attention to Diversity Students Citizenship Family |
| Resumo: | This paper reflects on the relevance of non-formal education in childhood and adolescence, with particular emphasis on attention to diversity, highlighting the importance of including the social and family environment in this learning process. For this purpose, a global theoretical review of special education in Spain is presented, firstly addressing its formal historical evolution up to the birth of what is known as educational inclusion. Thus, a new educational model based on attention to diversity for students with specific educational support needs (SESN) is created to provide learning focused on optimizing students’ personal and academic development. This comprehensive vision impacts socio-educational intervention from a non-formal field of education as a complementary alternative to formal education at different life cycle stages and in many contexts. |
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