A historical overview of the Directorate of Community Psychology and Social Pedagogy, how did the EOE come to the school?
DOI:
https://doi.org/10.33255/2591/1275Keywords:
professional intervention, school orientation team, Community Psychology and Social Pedagogy DirectorateAbstract
The aim of this paper is to analyze the journey of the Direction of Community Psychology and Social Pedagogy from its inception and the transformations made to consolidate what we currently know as School Orientation Teams (SOT).
We inquire into the theoretical and normative contributions that guided the consolidation process of the directorate. To achieve this, we study educational at national and provincial levels in order to understand how the directorate has mutated. Furthermore, it is important to consider that the breaks between educational styles do not always coincide with changes in government (Braslavsky, 1983). There are political decisions that usually exceed a political party.
In this way, we find five stages in which the political and ideological orientations – as we currently know them – transform and mutate. Some of the features we deal with are the kind of interventions proposed to primary levels, their tasks at school and those characteristics which allow us to question the concept of territory regarding SOT.
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