The Rupture of Education
Is social education a specific and differentiated type of education? What differentiates it from other types of education? Is there any education or pedagogy that is not social? How are pedagogy and social education related to these other, also specific, types of education? These are some of the que...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:265115 |
| Acceso en línea: | https://ddd.uab.cat/record/265115 https://dx.doi.org/urn:doi:10.14201/teri.27805 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogía Ciencias de la educación Educación social Pedagogía social Educación formal Educación no formal Educación informal Pedagogy Educational sciences Social education Social pedagogy Formal education Non-formal education Informal education Undergraduate university training |
| Sumario: | Is social education a specific and differentiated type of education? What differentiates it from other types of education? Is there any education or pedagogy that is not social? How are pedagogy and social education related to these other, also specific, types of education? These are some of the questions that guide the conceptual and historical journey undertaken in this work from the perspective of pedagogy and social education, based around what we have characterized as ruptures in education. The underlying idea is that various ruptures have occurred in the field of education over the past century within the framework of the predominant analytical perspective. Four specific ruptures are identified and analyzed: (a) that which classifies the universe of educational actions in three areas: formal, non-formal and informal; (b) the difference between pedagogy and educational sciences; (c) that which identifies three differentiated types of pedagogy: family, school, and social; and (d)that which divides the field of Education at university into so-called areas of scientific knowledge. The work closes with an interpretation of the connections that currently structure these ruptures in education. |
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