When reality surpasses concepts

More than half a century ago, UNESCO popularised the terms formal, non-formal and informal to define, organise and characterise the macrocosm of educational actions. In this article I question the current relevance of these categories, and the characteristics of education and learning that act and i...

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Autor: Úcar, Xavier|||0000-0003-3678-8277
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:304977
Acceso en línea:https://ddd.uab.cat/record/304977
https://dx.doi.org/urn:doi:10.14324/111.444.ijsp.2024.v13.x.018
Access Level:acceso abierto
Palabra clave:Social pedagogy
Informal education
Informal learning
Formal education
Non-formal education
Formal learning
Non-formal learning
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spelling When reality surpasses conceptsinformality in social pedagogyÚcar, Xavier|||0000-0003-3678-8277Social pedagogyInformal educationInformal learningFormal educationNon-formal educationFormal learningNon-formal learningMore than half a century ago, UNESCO popularised the terms formal, non-formal and informal to define, organise and characterise the macrocosm of educational actions. In this article I question the current relevance of these categories, and the characteristics of education and learning that act and intervene within the framework of social pedagogy. I focus mainly on informal learning, not only because it is the least well-known type of educational action, but because it is one of the central pillars on which the socio-educational relationships developed by social educators are built. I follow an orientated, though not systematic, procedure of documentary analysis. The analysis is conceptually orientated because I analyse two types of documents: (a) the documents that refer to informal education or learning, regardless of the territorial context or academic environment in which they are produced; and (b) those that relate such education or learning to social pedagogy. I organise the results obtained from these analyses into four sections. In the first section, I relate what different studies have proposed on formal, non-formal and informal education/learning, the ways of understanding them and the contents and procedures that respectively distinguish them. On the basis of this research, in the second section, I then propose a means of mapping to distinguish between the three types of education/learning. In the third section, I relate these forms of education/learning to social pedagogy. And finally, in the fourth section, by way of conclusion, I present some of the overlaps and hybridisations that demonstrate the current complexity of the universe entailing educational actions. 22024-01-0120242024-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/304977https://dx.doi.org/urn:doi:10.14324/111.444.ijsp.2024.v13.x.018reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3049772026-06-06T12:50:31Z
dc.title.none.fl_str_mv When reality surpasses concepts
informality in social pedagogy
title When reality surpasses concepts
spellingShingle When reality surpasses concepts
Úcar, Xavier|||0000-0003-3678-8277
Social pedagogy
Informal education
Informal learning
Formal education
Non-formal education
Formal learning
Non-formal learning
title_short When reality surpasses concepts
title_full When reality surpasses concepts
title_fullStr When reality surpasses concepts
title_full_unstemmed When reality surpasses concepts
title_sort When reality surpasses concepts
dc.creator.none.fl_str_mv Úcar, Xavier|||0000-0003-3678-8277
author Úcar, Xavier|||0000-0003-3678-8277
author_facet Úcar, Xavier|||0000-0003-3678-8277
author_role author
dc.subject.none.fl_str_mv Social pedagogy
Informal education
Informal learning
Formal education
Non-formal education
Formal learning
Non-formal learning
topic Social pedagogy
Informal education
Informal learning
Formal education
Non-formal education
Formal learning
Non-formal learning
description More than half a century ago, UNESCO popularised the terms formal, non-formal and informal to define, organise and characterise the macrocosm of educational actions. In this article I question the current relevance of these categories, and the characteristics of education and learning that act and intervene within the framework of social pedagogy. I focus mainly on informal learning, not only because it is the least well-known type of educational action, but because it is one of the central pillars on which the socio-educational relationships developed by social educators are built. I follow an orientated, though not systematic, procedure of documentary analysis. The analysis is conceptually orientated because I analyse two types of documents: (a) the documents that refer to informal education or learning, regardless of the territorial context or academic environment in which they are produced; and (b) those that relate such education or learning to social pedagogy. I organise the results obtained from these analyses into four sections. In the first section, I relate what different studies have proposed on formal, non-formal and informal education/learning, the ways of understanding them and the contents and procedures that respectively distinguish them. On the basis of this research, in the second section, I then propose a means of mapping to distinguish between the three types of education/learning. In the third section, I relate these forms of education/learning to social pedagogy. And finally, in the fourth section, by way of conclusion, I present some of the overlaps and hybridisations that demonstrate the current complexity of the universe entailing educational actions.
publishDate 2024
dc.date.none.fl_str_mv 2
2024-01-01
2024
2024-01-01
dc.type.none.fl_str_mv Article
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VoR
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dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/304977
https://dx.doi.org/urn:doi:10.14324/111.444.ijsp.2024.v13.x.018
url https://ddd.uab.cat/record/304977
https://dx.doi.org/urn:doi:10.14324/111.444.ijsp.2024.v13.x.018
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
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dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
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eu_rights_str_mv openAccess
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dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
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