Learning Difficulties and Their Relationship to the Development of Work-Related Competencies
Article Sidebar
Main Article Content
Abstract
The complex relationship between education and work presents a set of problems that leads us to consider education as something more than a socializing and literacy function. It calls for the establishment of a space for debate in order to examine curricular offerings, which may either favor or hinder an educational proposal capable of responding to the current requirements of the world of work.
Within the framework of globalization and worldwide integration processes, and without proposing a tension between education and work, it is necessary to recognize that education sometimes facilitates, but at other times does not facilitate, the possibility for subjects to find their place in society. This issue recurs across educational levels and becomes particularly important when the universe of analysis refers to young adults who turn to systematic education and to those who choose non-formal education, both of whom see in it an opportunity for inclusion in the social flow. For certain groups, access to a living condition that dignifies them as persons is unquestionably related to the benefits provided by education. It is therefore urgent to consider education as making such access possible.
It is inevitable to examine in greater depth fundamental concepts related to the basic processes involved in the construction of learning. Questions arise concerning the effective possibility that subjects have, or do not have, to learn, thus leading to considerations of learning difficulties that appear to prevent the construction of the labor competencies required for effective belonging to the world and for the development of self-learning processes. These processes must necessarily become an inseparable part of any current pedagogical alternative.
The constructs of immersion, emersion, and insertion, proposed by Paulo Freire, favor the development of a line of thought that grants significance to educational projects aimed at facilitating the search for, and discovery of, a place in the world.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
References
Ander-Egg, E. (1993) La planificación educativa: conceptos, métodos, estrategias y técnicas para educadores. Buenos Aires, Editorial Magisterio del Río de la Plata.
Cook, T. D. y Reichardt, C. S. (1986) Métodos cualitativos y cuantitativos en investigación evaluativa. (Trad. G. Vitale). Madrid, Ediciones Morata.
Ferrández Arenaz, A., et al. (2000) El formador de formación profesional y ocupacional. Barcelona, Editorial Octaedro.
Freire, P. (1967 [2004]) La educación como práctica de la libertad. Buenos Aires, Siglo XXI Editores.
Guber, R. (1995) La etnografía: método, campo y reflexividad. Buenos Aires, Grupo Editorial Norma.
Heward, W. L. (1997) Niños excepcionales: una introducción a la educación especial (5.ª edición). Madrid, Prentice Hall.
Rabey, M. y Pérez del Viso de Palou, R. (1997) Estrategias de poder e identidad entre los maestros: de la segregación de gente diferente a la promoción de la diversidad. Xuxuy, (2), pp. 101-118. San Salvador de Jujuy, Editorial de la Universidad Nacional de Jujuy (EDIUNJu).
Taylor, S. J. y Bogdan, R. (1992) Introducción a los métodos cualitativos de investigación: la búsqueda de significados. (Trad. J. Piatigorsky). Barcelona, Editorial Paidós.
Torres Santomé, J. (1988) Prólogo a la edición española. En: J. P. Goetz y M. D. LeCompte, Etnografía y diseño cualitativo en la investigación educativa. Madrid, Ediciones Morata, pp. 9-18.