Los elementos contextuales y la visión de los educadores y educadoras en procesos de empoderamiento juvenil

  1. Àngela Janer Hidalgo
  2. Laura Corbella Molina
  3. Carme Trull Oliva
  4. Pere Soler Masó
  5. Juan González Martínez
Revista:
Pedagogía social: revista interuniversitaria

ISSN: 1139-1723

Año de publicación: 2024

Título del ejemplar: Violencia de género

Número: 45

Páginas: 183-200

Tipo: Artículo

DOI: 10.7179/PSRI_2024.45.10 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Pedagogía social: revista interuniversitaria

Resumen

Este artículo tiene como objetivo analizar la visión de los profesionales de la educación sobre los elementos contextuales que facilitan o dificultan su trabajo en los procesos de empoderamiento de la juventud. Se propone un análisis cuantitativo mediante un cuestionario autoadministrado, respondido por una muestra validada de 696 educadores/as de cinco comunidades de España. Los resultados sugieren que los y las profesionales tienden a sentir más presentes los elementos contextuales institucionales y más distantes los elementos contextuales comunitarios; y, al mismo tiempo, tienden a sentir más presentes los elementos contextuales institucionales; y, al mismo tiempo, sienten que la presencia de estos elementos contextuales institucionales les favorece cuando están presentes; en cuanto a los elementos contextuales comunitarios, sienten que están menos presentes en su realidad profesional y, contrariamente a lo que cabría esperar, no tienen la percepción marcadamente negativa de que son un obstáculo insalvable en su acción al servicio del empoderamiento juvenil. Para concluir, se destaca la necesidad de que los educadores y las educadoras capitalicen los elementos institucionales y comunitarios a su disposición y neutralicen las barreras que estos contextos presentan.

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