Importancia del trabajo social en la intervención socio-educativa de la educación sexual

• Autores: Sandra Ximena Quiroz Ávila, Paula Sepúlveda Q.
• Localización: Revista Ibero-Americana de Estudos em Educação, ISSN-e 1982-5587, Vol. 11, Nº. 1, 2016, págs. 456-466
• Idioma: portugués
• Títulos paralelos:
  • Importance of social work socio- educational intervention of sex education
• Enlaces
  • Texto completo (pdf)
• Resumen
  • English

    In education the figure of Social Services, is in a process of maturation-recognized, especially in terms of functions and professional work. Currently in the school social worker is carrying out his work in interdisciplinary teams of teachers, psychologists and other related educational field professionals, the development of actions, often passively and quietly. In search of the definitions given by the FITS (International Federation of Social Workers) said that through educational institutions can identify problems at individual, household  and community level, considering this educational unit as a source of wealth for intervention and create opportunities for promotion and prevention social problems. The school environment is an area that can work in collaboration with the directors and management team to articulate the lines of action that are necessary to deal with any problems. That may arise in this area should guide the social worker, prevent and rehabilitate as specificity of their profession and recognize these bio-psycho-social changes that develop students and students who make up this educational unit, as during this educational process to develop their personality, learning social skills related to work in our society and interact with their environment. (Levels micro-meso-macro). It is for this and needs that arise in our youth and students is that we understand and incorporate processes involving atingentes for learning development issues and includes areas related to sex education, sexuality and identity to support families in this discovery.In education the figure of Social Services, is in a process of maturation-recognized, especially in terms of functions and professional work. Currently in the school social worker is carrying out his work in interdisciplinary teams of teachers, psychologists and other related educational field professionals, the development of actions, often passively andquietly. In search of the definitions given by the FITS (International Federation of Social Workers) said that through educational institutions can identify problems at individual, household  and community level, considering this educational unit as a source of wealth for intervention and create opportunities for promotion and prevention socialproblems. The school environment is an area that can work in collaboration with the directors and management team to articulate the lines of action that are necessary to deal with any problems. That may arise in this area should guide the social worker, prevent and rehabilitate as specificity of their profession and recognize these bio-psycho-social changes that develop students and students who make up this educational unit, as during this educational process to develop their personality, learning social skills related to work in our society and interact with their environment. (Levelsmicro-meso-macro). It is for this and needs that arise in our youth and students is that we understand and incorporate processes involving atingentes for learning development issues and includes areas related to sex education, sexuality and identity to support families in thisdiscovery.

  • português

    En el contexto educativo la figura del Trabajo Social, se encuentra en un proceso de maduración escasamente reconocido, principalmente en cuanto a sus funciones y quehacer profesional. Actualmente en el ámbito Escolar el Trabajador Social se encuentra desempeñando su labor en equipos interdisciplinarios conformados por pedagogos, psicólogos y otros profesionales asociados al área educacional, desarrollando muchas veces acciones de manera pasiva y silenciosa. En la búsqueda de las definiciones otorgadas por la FITS (Federación Internacional de Trabajadores Sociales), se señala que a través de las instituciones educativas es posible identificar problemáticas a nivel individual, familiar y comunitaria, considerando a esta unidad educativa como fuente de riqueza para la intervención, además de generar espacios para la promoción y prevención de las problemáticas sociales. El ámbito escolar es una de las áreas que permite trabajar de manera colaborativa con los directores y equipo de gestión para articular las líneas de acción que son necesarias para solucionar cualquier problema que se presente, en este sentido el Trabajador Social debe orientar, prevenir y rehabilitar, como especificidad de su profesión, además de reconocer aquellos cambios Bio-psico-sociales que desarrollan cada uno de los estudiantes y alumnos que conforman esta unidad educativa, ya que durante este proceso educacional desarrollan su personalidad, aprendizajes relacionados con las habilidades sociales para desenvolverse en nuestra sociedad e interactuar con su entorno. (Niveles Micro-Macro-Meso). Es por lo anterior y en relación a las necesidades que se presentan en nuestros jóvenes y estudiantes es que debemos comprender e incorporar procesos formativos que involucren temáticas atingentes a su desarrollo y que comprenden áreas relacionadas con la educación sexual, sexualidad e identidad, con la finalidad de apoyar a las familias en este descubrimiento.