miércoles, 2 de marzo de 2016

Transitional Guidance. A Model For Vocational / Career Guidance and Socio-Occupational in schools. A proposal for action research

Transitional Guidance. A Model For Vocational / Career Guidance and
Socio-Occupational in schools. A proposal for action research


Author:
Amilkar A. Brunal, Asociación  Colombiana de Especialistas en Orientación Educativa (ACDEOE)


Correspondence concerning this article should be addressed to Amilkar Brunal, E-mail: amilkarbrunal@gmail.com. Asociación  Colombiana de Especialistas en Orientación Educativa (ACDEOE) Cra 27 a N° 53-06 of 501. Bogotá Colombia.












Abstract. After reviewing models and contemporary strategies used in recent years in the Vocational / professional and Socio-Occupational Guidance in Latin America and the development of a field study in 20 schools in the formal education system in Bogotá D.C, is presented in this article a proposed "Existential Ethics Model for Vocational / Professional  and Socio-Occupational Guidance in schools from a transitional approach, which is conceived as a pedagogical strategy interdisciplinary mayéutico type of human sciences (psychology, pedagogy, Sociology), transverse process of "human Development  in School," based on the study of human actions vocational / professional-type Socio-occupational, in personal Inter-and Intra-Economic-media personal relationships. This proposal offers a methodology for studying the transitional events of an academic nature and socio-occupational and build spaces of reflection and action on major transitions from academia to the working world studying each of the factors affecting the life trajectories. Critical analysis of the social, academic and occupational discourse of contemporary society personal self-analytical methods, and methods for school development in their staff, academic and psychosocial dimensions: methods such as proposed. Adaptations of the concept of "Transitionally" of D. Winnicott curricular context apply to interpreting these cycles as transitional spaces and life projects as transitional objects themselves associated with transitional objects understood as degrees or certifications that legitimize the transitions between academia and the world of formal employment.

Keywords: Transitional Guidance, Vocational Guidance / Professional Orientation Socio-occupational.
















Background

Between August 2009 and June 2011, the Ministry of Education of Bogotá, advanced a  pilot studio in 20 officials schools in the Capital District. A qualitative and quantitative approach from the perspective of discourse analysis was assumed and supplemented with fieldwork in these schools. The "career choice" was understood as the need satisfier “To be" objectified in the needs of " To have", “To Do" and "Being". Outcomes as found fall into three conceptual rationales: The Naive rationality Official Instrumental rationality and communicative rationality as a conceptual alternative relevant to the construction of appropriate models for vocational/ professional guidance students from district schools. Among the most important conclusions of the study found the following:

In principle an official speech since Instrumental rationality (government institutions, department of education, Secretariat  of Education, Ministry of Economic Development and private agencies) with a marked "Social Determinism" about the topic "Higher Education identified technical - technology and its relation to Employability "(socio-occupational orientation) based on the perspective of the needs of production of the regions but includes the needs of" Livelihood and Social Protection ", assumes the project theme of life widely from the perspective of Human (Subsistence, Protection, Affection, Identity, Understanding, Freedom, Participation, Creation, entertainment) needs, or consider the need for development of specialized science and technology as major factor in developing countries.


On behalf of the students participating in the surveys regarding their interest in the three levels of higher education offered in the country, (professional technical, technological and professional and University Professional education) found the following distribution respectively:

5.6%, 14% and 80%, demonstrating the high interest of students in higher education programs university-type, as opposed to the interest of the governing educational institutions of formal education. As worldviews studied in school the distribution was as follows: 12% define their worldview towards life as "hedonistic" type, 7.4% social determinists, 7% Nihilists, highlighting the self-defined school population as exis-tencialist (73%).

In the imagination of middle school education, compared to higher education, vocational majority trend towards higher education, "university" was observed with a certain contempt for Technical and Technological Education considering it lower quality than that of university type offered by the state and lower status which is associated with opportunities for social advancement and generally not in line with their expectations of personal and social development.

Regarding the role of school counselors, it was found that currently in some cases it is assumed that: such issue "is solely at the level of secondary education", rationality cannot find a meaning to the subject in basic education and at both simply evade, further supported by the multiple roles that are assigned to the position, mainly those related to immediate attention to the bio psychosocial alerts (abuse and / or sexual exploitation, Academic Underachievement, suicidal Behavior, addictive behaviors, food Dysfunctions Conflict in-school, Labor Exploitation in children, domestic violence, malnutrition, etc.), which are monitored in schools and other administrative functions assigned to them sometimes exceeding its statutory functions.

Moreover Vocational / Career Guidance in the secondary level, an eclectic approach is mainly focused on individual decision making process with some psycho incidence (applying a standardized psychometric test or not), a pale reflection model Organizational type is aimed at evaluation of academic skills for certain fields of study. These interventions are complemented by widespread actions informational type, including feedback from test status to that applied in the eleventh grade and organization or membership called "fairs Universities" is in those offered the programs each of them.


In other cases the subject "Vocational Guidance / Professional" is articulated or diluted without more clarity criteria in any of the versions of the educational program called "Project Life" as an integrative model of thematic and cross sub-projects with a strong emphasis on Personal development (Self Image, Self-Esteem, Self-Empowerment) hinged in some cases projects "Sexual Education" (PES), the project "Con-experience, Democracy and Human Rights", the project "Social Service Required "and professor of Ethics and Values​​.

This last conclusion, generate to   the researchers of study, a number of concerns regarding the models approaches and strategies applicable to the theme: "Facing vocational / professional and socio-occupational" in schools. As stated Esperanza Bausela Herreras citing Rodríguez (1995): "... we are moving in a field characterized mainly by the conceptual ambiguity" understood in part by the diversity of academic training of approximately 1,200 professionals working in Bogota, from different disciplines (Psychologists, Educational psychologists, social workers, speech therapists, occupational therapists and re-educational pedagogy) with intent inter-disciplinarily, serving an estimated population of 1,000,000 school students and their families, generates some kind of paradigmatic revolutions in terms of Kuhn, the juxtaposition of the problem-oriented paradigm of positivist foundational science field (psychology, counseling, social work) with the human development paradigm (Bisquerra, 1992) remains.

In the everyday context of School and Vocational Guidance in Bogotá DC, you can easily fall into at least one of the traps mentioned by Finn T Hansen (2005), (psychologism, moralism and instrumentalism): "The instrumentalism" understood from the Simple intuitive field of counseling colloquial or the instrumental role of management agendas guest speakers, or educational activism lacking a sound methodological and conceptual support, encouraging counselor blurred image, which is far from that of a professional of humanities or social sciences, educational sciences or health sciences, making significant contributions to the school environment and how relevant agent focused on the realization of the academic, social-emotional and school personnel.

For these and other reasons, this program Vocational/Career Guidance, intends to implement social and educational research as critical praxis not only for Vocational Guidance, but for all areas of application of the educational approach, which allows to establish lines fundamental basis for self-knowledge, social and academic knowledge of the conditions in which human actions occur vocational type and build "life projects" as third zones for existence.

This urgent need for operational definitions of base, leading the researchers to propose operational definitions apply both to the field of Vocational /Professional orientation and socio-occupational in particular, as well as for School guidance so general possible models and contemporary design appropriate school populations not only grades of secondary education, but from the earliest stages of basic education.

It is for these reasons that an initial process definition is drawn. "School Guidance and Counseling," defined as a multidisciplinary field of applied social sciences (sociology, psychology) and Education Sciences (Psychology), which aims to build pedagogical processes enhancing human development in schools, on Personal, socio-affective and academic areas; consistent with the identifying characteristics of the school population (gender identity, sexual identity, role identity, ethnic identity, racial, religious, etc.) Identities are constructed in each age cycle (Cycles age-related bio psychosocial development of school) and corresponding level of education

This work seeks to contribute to the search for our own models of Latin American contexts constructed from action research with a hermeneutic gaze in schools of "Vocational/Professional Guidance" which are necessary but insufficient to meet the challenges involving transitions of contemporary life. "Transitional Guidance" proposed action research presented in this article, derived from field work cited in public schools called existential ethical model.


This work seeks to contribute to the search for our own models of Latin American contexts constructed from action research with a hermeneutic gaze in schools of "Vocational/ Professional Guidance" which are necessary but insufficient to meet the challenges involving transitions of contemporary life. "Transitional Guidance existential ethical Model " is derivate from of field work and theoretical analysis. 


Objective. This article presents and discusses the conceptual, methodological and didactic elements of the proposal to the school setting called "transitional Orientation". This proposal is based on the theoretical principles of authors such as the Alternative Noble Prize-winning economist Manfred Max -Neef (from Chile) the “Development theory to human scale), D. Winnicott (transitional object), L. Kohlberg (Theory of Moral development) primarily. In the case of this article we will deal with those transitional events Academic and Socio-occupational (academic transitions to employment) reviewing different approaches, models and contemporary strategies.

Conceptual Elements

As a basis for the study and intervention model "transitional Orientation", various operational definitions that have been recently qualifying due to the participation of colleagues from the "Latin American Journal of Counseling and Human Development" such as Gabriela Vázquez case of Argentina are built .

Educational Guidance

"We view education as a pedagogical orientation act that is not restricted to the school context (school Guidance), but human action is as widely applicable in those social settings where professional advice is required, to enhance the human being in all its existential dimensions. This process, which can take place at any time of life, recognizes the relevance of multi and interdisciplinary intervention, thus assuming the involvement of all related to the human sciences professionals as well as other relevant actors to achieve this end".

Socio-Occupational Orientation is understood in this context as the instrumental process counseling to students of secondary education and graduates of education secondary-ria focused on satisfying labor demand of the corporate sector in the short to medium term. This process does not work as priority selection transcendental vocational aspect (wanting to be) if the qualifications of job skills required for the particular context and the availability of candidate (skills).

Professional vocation

From a naive rationality, the construction of vocational field structure under the simple definition of motivational innate inclination towards one type of occupation labor, mainly for reasons of character unconscious Guichard (1995) that become the foundation for addressing projects life in adulthood and the need to continue configuring this vocation from the perspective of "Want To Be" (Desire), sometimes against social conceptions of "Must be." After a brief exercise of conceptual reconciliation, the concept of "Professional Vocation" as a conjunction of “Should Be” become the "Want to be" in the "Power to be" arises. Ballester (1999)"The Vocational / Career Guidance" can be defined as a process of pedagogical advice to the phenomenon of “existential search for meaning” and the social construction of life projects. This transitional task is through the conceptualization and implementation of human actions vocational-professional type and / or socio-occupational, in order to achieve optimal development of human potential in all its dimensions, making them manifest in ethical projects satisfactory to himself and socially engaged. This process promotes self-awareness and identifying Intrapersonal resources (evaluative attitudes, skills, learning, expectations, worldviews, motivations, interests, goals), Interpersonal resources  (nearest school community) and Institutional resources  (governmental and/nongovernmental organizations), affecting making ethical, authentic, healthy and sustainable choices in social, academic or professional work contexts.

Returning to the basic definitions of "educational guidance" and "Vocational Guidance / Professional", the "Transitional Guidance" is defined in this proposal, as a counseling program and relevant accompanying the-existential axiological needs of schools in each academic and socio transitions experienced in the trajectories in the academic world and into the work world.

Due to that it can be considered premature to apply in childhood or school age (5-12 years) the concepts of "career choice or decision" or even more premature the concept of "occupational choice", the term "Transitional Guidance" is built on which arises as a conceptual category that includes ordering above the main phenomena that involve any significant change to the path of social life of social beings in school or academic and professional fields. This concept includes locative transitions, Socioaffective transitions (Commitments, marriage, separation, etc.)  academic transitions type, socio-occupational transitions (at the workplace) and socio-occupational and Vocational/Professional transitions as to be continued social constructs, which are experienced during the life of people in industrialized societies. Includes the study of the principle ways in which these phenomena are experienced as change the life trajectories.


So included in this concept the main approaches to assess transitions from academia to employment: The Vocational/ Career guidance and the "Socio-Occupational Guidance in their appropriate times" .It differs therefore Occupational guidance, from vocational guidance  as the first orientation is geared to the "work" in the words of Hannah Arendt (2009) and the satisfaction of interests and needs of the labor market, occupations not necessarily obey a voluntary choice but to situational factors economic (subsistence, protection) while the "Vocational guidance" involves a process of counseling directly related to the construction of "Power Being" existential through synergistic implementation of all axiological needs (subsistence, Protection, Affection, Identity, understanding, Freedom, Participation, Creation, Recreation) according to Max-Neef, by building projects ethical, authentic and sustainable livelihoods are built by "work" and "action".

The phenomenon of  transitionally of Winnicott, D. W. cited by Barreiro (2009) directly involved in the deliberate construction of projects of social life as a whole "Human Actions" according to the conceptualization of Hanna Arendt, cited by Vasquez and Henao objective here (2009) proposed the feature of "action" as essentially human characteristic "that" defines human life in its political dimension "as an essential condition of humanity and oriented social construction" Being able to "middle the existential conflict "Should Be-Want To Be", which in turn involves at least three basic elements: transitional Spaces, transitional objects the and transitional Events.

The Transitional Spaces are raised as the correlation between the subject and the world (op cit), defined as "third zone" interspace between "intra-psychic" and the outside world to the subject which allows the development of subjective desire field of encounter with others, allowing experimentation with generating potentials vital actions intentionally objectified experience in academia as age-Learning teaching cycles.

The Transitional objects, constitute requirements for accessing a next cycle of training (transitional space) and / or employment, connote a marked symbolic legitimizing the transit of a transitional space to another, usually accompanied by social discourses that demonstrate compliance with commitments made by the education system and the family for the benefit of society and seek to predict a higher level of social performance and / or academic and social mobility more likely.

Transitional Events are understood as events socio-academic official recognitions for academic transitions (graduations and / or promotions) that certify the labor potential and support the student to assume a higher level of commitment and social responsibility.


The Notion of "Being"


While it is not intended in this paper to address in depth discussion of the concept of "Being" is chosen by the sense of Ortega y Gasset, cited by José Ferrater Mora (1941) "Becoming" when refers to "Being" a project, a need for transcendental realization directly related to the world of life, opportunities to be what it takes to be in the social world. In the words of Ortega y Gasset: "I am not a thing but a drama, a struggle to become what I have to be." Moreover, proposed by Edgar Morin (The principles of exclusion and inclusion), cited by Vasquez and Fernández (2009) seek to establish elements of conceptual reference points to build an interactive view of the subject. Being consistent with Ortega y Gasset, define the "Professional Vocation" as: "The need for personal achievement: Power" be "the person to fully develop their potential through the implementation of projects of ethical, authentic and sustainable life for belonging to the social environments in which they can serve society optimally.


The conceptual framework that is assumed for the study of "human action type" Vocational/ Professional-Socio-occupational "while social representations constructed from categories of existential analysis proposed by Max-Neef, aiming the subjective dimension of "Being" in objetivables dimensions: To Do, To Have, and to Be.



Figure 1: Representation of the social construction of "Human actions of type" Vocational / Professional-Socio-occupational”


Anchoring under the "Transitional Guidance", builds on the categories, Academic Development (To Do), Intra-Personal Development (To have) and Interpersonal Development and socio-emotional  (To Be / Belonging) respectively, under the conflict existential "Should Be-Wanting to be" that tends to resolve in the dimension of "Power being”. It develops the anchor on the psychological axes (Intra-Personal Development), pedagogical development (academic development) and sociological (socio-emotional development).


Figure 2.    Should   Be, To Have, To Do, To  Be/Belong 
“SHOULD BE”
CAN

TO WANT








BEING



TO HAVE
Personal Development

PSICOLÓGICAL
AXI



TO DO
Academic development

 PEDAGOGICAL
AXIS



TO BE  /Belong to
Socio-emotional
development

SOCIOLOGICAL 
AXIS



Social Role of Vocational / Professional Orientation and Socio-Occupational

Discussed in the conceptual framework of the proposal, issues such as: The role of social and socio-Professional Occupational counseling, as a control mechanism of society posed by Plant and Thomsen (2011) in Denmark in relation to the determination resignation of paper orientation as "soft social control", which can be exercised from the field, which could denote certain character of symbolic violence as political positions agency found are assumed by the media power to promote certain trends in socio-academic development in detriment of others, a situation that is experienced in cases where it is favored by economic subsidies and even free of professional technical and technological education by establishing differential conditions very favorable compared to university education.

Media and demagogic way, these seem narrow social gaps in social discourse when three types of vocational training, Technical / Professional, Technology / Professional and Vocational College are built, recognizing the three professional character, but with the fundamental purpose of maintaining the "status quo" in a class society, directly correlated to the respective financing capabilities of each of these levels of higher education from the three classes that are usually divided society (low, medium high).

Methodological Framework

Returning theoretical elements presented, the proposed "Existential Ethics descriptive model for socio-occupational, vocational / professional orientation  in schools as a pedagogical strategy mayéutico and with  interdisciplinary approach to human sciences (psychology, Psychology, Sociology) is presented in this work, as a transverse process of "Human Development  in School," based on the study of personal and Inter-media "Human Actions" vocational/professional-type and  Socio-occupational "in Intra-personal relations, which facilitate the construction of spaces of existential reflection as opposed to models that emphasize on providing answers to questions that the students have not yet developed in their life trajectory.

Transitional Guidance proposes as fundamental methodology, building Bio-psychosocial analysis systems, academic and occupational (Orientation Axis) which allow consider critically the ethical features (Theory of social “Should Be” ) and  ethical-ideological society of the second industrialization "in relation to axiological-existential Human Needs, personal desires (Theory of desire) and attitudinal / behavioral and cognitive characteristics of students (Personality Psychology) as social beings and depending on the construction of its projects life as transitional objects operationalized through a consistent process of decision making.

Methodological Objectives:

1 Study of human actions Vocational /Professional-type Socio-Occupational, in personal Inter-and Intra-Economic-media personal relationships.
2 Critical analysis of the social, academic and occupational discourse of contemporary society.
3 Application of analytical methods of personal self-recognition.
4 Application of methods for school development in their academic staff and socio-affective dimensions.
5. Psychosocial, academic and occupational analysis of contemporary society, by means of  building orientation axes (topographic Focus) enabling critically analyze ethical features (General the obligation) and ethical-ideological (Theory of Moral Development) of society of the second modernization" (descriptive ethics) in relation to Human Needs axiological-existential, personal desires and attitudinal / behavioral and cognitive characteristics of school(personality psychology and development) as social beings and depending construction of life projects as transitional objects operationalized through a genuine process of making decision."

The methodological objectives raised above assume the pedagogical adaptation to identity characteristics (skills, attitudes, Learning, Worldviews, Expectations, Motivations, Needs) of the school population; discursively constructed identities in each age level for cycle and education in relation to the offers and demands academic and socio economic conditions of access and funding of higher education expressed by means of mass  media.

Method

SPEECH ANALYSIS PHASE 1

Here we mean the concept of critical analysis of social discourse, as the process of analysis and discussion of the Inter-personal psychosocial demands (The "Should Be" in contemporary society), which represent the expectations and demands with which it is confronted daily and simultaneously the individual, built by the actors of civil society represented by the educational community (family, peers, partners, teachers, guidance counselors, religious communities, civil communities).

   Also the method is extended to the analysis of institutional discourse  media- (Official speeches), around topics related to the choice of occupation, profession or career for parties of schoolchildren, under the Ethical and existential conflict "“Should Be” –“want To Be” axis for the social construction of life projects in the search for meaning to life to the extent that builds a" Being able to "not only for the individual but for society that frames it. Such speeches (intrapersonal, interpersonal and institutional), are studied based on the categories of rationality adapted continuous raised by Alexander Ruiz Silva citing Apel.

Figure 3.   Continuous Rationality versus human actions Vocational / Professional type, Socio-Occupational.



PRACTITIONER ACCOMMODATIVE RATIONALITY
(Adaptation )

NAÏVE
RATIONALITY
 (Adaptation )

STRATEGIC INSTRUMENTAL
RATIONALITY

COMMUNICATIVE
CONSENSUS
RATIONALITY

Ideological POSITION
Accommodative

Intuitive
Instrumental-operational ,technical
Moral discourse

 KIND OF RELATIONSHIP
Moral relativism
(double  moral)  


Utilitarian
Unidirectional relationships built under the criteria of control and manipulation.
Dialogic relationships built on criteria of dissent and consensus and agreement.
ACTION CRITERIA TO GUIDE
Immediatist Practitioners. Criteria
Relationships of convenience
The utility, profit, efficiency.
The rational, the reasonable, plausible.

BASIS FOR DECISION MAKING

Personal benefit reductionist
Pure spontaneity
Short term personal benefit
Search results

Argument, the inclusion



PHASE 2 . Self-recognition (Intra-personal factors)

  Personal process of self-recognition of attitudes, skills, learning, expectations, motivations and worldviews in relation to the general social needs, the specific requirements of occupational fields of interest (Should Be) and personal development needs (Will be) .The intrapersonal factors considered are those personality traits (Attitudes, Skills, general and specific Learning, Expectations, Interests, Motivations, Needs Worldviews and axiological) constitute the identities and subjectivities of social being.


PHASE 3.  ADAPTATION

Intersubjective process of negotiation, adaptation and construction of alternative intra-personal speeches, relating to the various interpersonal and media discourses as forms of responses to those requirements posed by the mediate and immediate environment in which the individual moves as a social in the search for meaning of facts and ideas that constitute the perceived social reality. The economic and media, involved in the construction of discourse Vocational / Professional / Socio-Occupational factors represent the demands of civil society relating to the socioeconomic development of the country, represented by the expectations of the company, government institutions, Non-Governmental Institutions (NGOs), institutions of higher education, expressed as media discourse related to vocational / career choices of school and their future careers.


Once such contrasting, you can establish a relatively stable as a transitional object that enables the university professional or Professional psychosocial progress towards higher education in their technical-professional levels, Socio-Technological occupational decision Vocational / Professional.


PHASE 5 SUPPORTING

Psychosocial working implementation process of interpersonal constructed socially speeches in an attempt to bridge the existential breach between the "Want To Be and Should Be" by making sustainable choices (able to be) called "career choice" as the satisfier existential need of critical opinion "Being", objectified in the needs of " To have", " To Do " and " To Be".


Professional Vocation and Moral Development

In this proposal, the perspective of normative ethics consists of the Cartesian axes crossing the “Duty theory”, (located so Horizontal) and the vertical axis (axiological) for  ideological analysis, is appropriated ,based on the study of the social occupational analysis of characteristics of the contemporary  society and culture of the second modernity as it allows to build the different theoretical perspectives for building projects life.

In the following map built on two major axes: The vertical axis describes the continuum of rationality proposed by Ruiz Silva and correlated with levels of moral development Kohlberg ends with the conceptual worldviews related to the future (Utopianism-Nihilism) and construction of life projects and the horizontal axis describing the existential conflict with conceptual extremes: [Self-determinism (will be) - Social Determinism (Should be ) .It looking at this map describe the different possible types of arguments that are used to decision support vocational / occupational and vocational regarding the acceptability of social pressure represented by the educational community and state institutions (Horizontal Axis) type.








Figure 4.  Social Determinism and Moral Development Map.



 Self-Determinism
UTOPISM
SOCIAL DETERMINISM
(Should Be)
MORAL DEVELOPMENT LEVELS
(Kohlberg)




POSTCONVENTIONAL LEVEL
Stage 6: The universal ethical-principle orientation. Right is defined by the decision of conscience in accord with self-chosen ethical principles that appeal to logical comprehensiveness, universality, and consistency. These principles are abstract and ethical (the Golden Rule, the categorical imperative); they are not concrete moral rules like the Ten Commandments. At heart, these are universal principles of justice, of the reciprocity, and equality of the human rights,










COMMUNICATIVE CONSENSUS
RATIONALITY

Stage 5: The social-contract legalistic orientation (generally with utilitarian overtones). Right action tends to be defined in terms of general individual rights and standards that have been critically

CONVENTIONAL LEVEL







STRATEGIC INSTRUMENTAL RATIONALITY
Stage 4: The "law and order" orientation. The individual is oriented toward authority, fixed rules, and the maintenance of the social order. Right behavior consists in doing one's duty, showing respect for authority, and maintaining the given social order for its own sake.
Stage 3: The interpersonal concordance or "good boy-nice girl" orientation. Good behavior is what pleases or helps others and is approved by them. There is much conformity to stereotypical images of what is majority or "natural" behavior.




PRECONVENCIONAL
LEVEL







NAÏVE
RATIONALITY
Stage 2: The instrumental relativist orientation. Right action consists of what instrumentally satisfies one's own needs and occasionally the needs of others. Human relations are viewed in terms such as those of the market place. Elements of fairness, reciprocity, and equal sharing are present, but they are always interpreted in a physical, pragmatic way. Reciprocity is a matter of "you scratch my back and I'll scratch your", not loyalty, gratitude, or justice.
Stage 1: The punishment and obedience orientation. The physical consequences of action determine its goodness or badness regardless of the human meaning or value of these consequences.
Sub-conventional Level (Adaptation)
Stage. 0. Do not act based on legal or social conventions, but based on the chords or disagree with the moral demands of society Economists personal interests.

PRACTITIONER ACCOMMODATIVE RATIONALITY


NIHILISM




Model Requirements and Prospects

Like any program, this proposal requires a high level of training or specific update from the professionals in charge, in the areas of Intrapersonal Psychology (Development of Auto-Image, Self-Esteem), contemporary Sociology and Pedagogy in order to fully address the theme. Also requires a minimum of five (5) face sessions for each working group and the development of a minimum of ten (10) non-contact activities evaluated for each student, developed in transitional periods (after each educational cycle as is established in each region), which constitutes an advantage since no permanent interventions are required throughout the educative process. This Orientation process could be developed outside school hours thus avoiding the displacement of class hours required areas of the education system formal, with different professional than regular staff of the school counseling teams from schools, thus creating specialized teams of vocational/professional and Socio-occupational orientation as developed in Denmark.

Final comments

The seriousness of the issue is contradicted in the daily practice of trial and error and feature improvisation of Latino culture in the whole process of project construction of life, from any point of view is an individual process as involving the family involved the whole society, which is expected to generate in all the spheres of government as a social mobilization that basically we are talking about the construction of country and nation.


















References

Accorinti, S. Lis (2000) Un Relato de Filosofía para Niños. Retrieved from         www.emanatial.com.ar

 Accorinti, S (2000).Trabajando en el aula. La Práctica de la Filosofía para Niños. Bs Aires:       Manantial.

Araya, S (2002) .Las representaciones sociales: Ejes teóricos para su discusión. Cuaderno
de ciencias sociales 127. Sede   Retrieved fromhttp://unpan1.un.org/intradoc/groups/public/documents/ICAP/UNPAN027076.pdf

Arendt. H (2.005).  La vita activa y la condición humana. Retrieved from http://filosofaralos16.webnode.es/salir-de-la-infancia-y-entrar-en-el-mundo/h-   arendt-la-vita-activa/

Ballester, L. (1999) Las Necesidades Sociales. Teorías y Conceptos. Madrid:
            Síntesis.

Barreiro, J. Transicionalidad, Creatividad y Mundo: Winnicott y Heidegger.(2009) Revista        Electrónica de Psicología Social «Poiésis» ISSN 1692−0945  Nº 18  Retrieved from             http://www.funlam.edu.co/revistas/index.php/poiesis/article/viewFile/135/122

Beck , U. (2000)  Un nuevo mundo feliz La precariedad del trabajo en la era de la globali
zación. Paidós, Barcelona, Retrieved from  http://www.acms.es/web/barataria/rese%96aBar03.html

Beck , U . (2000)Retorno a la teoría de la sociedad del riesgo .Boletín de la A.G.E Nº 30-
2000, Págs. 9-20 .Retrieved fromen   http://age.ieg.csic.es/boletin/30/01.pdf

Brunal, A (2013).Orientación Transicional 1.0  para los proyectos de Vida. Bogotá: Ábako editorial.

Buenaventura, N. (1997) El  cuento del P.E.I. Santafé de Bogotá: Magisterio.

Ciporkin, M (2009) ¿Vocación o destino? Revista electrónica de Psicología Política. Año 7
Número 19. Publicación cuatrimestral - Retrieved from  http://www.psicopol.unsl.edu.ar/principal_archivo.htm

Career Guidance IN Denmark: SOCIAL CONTROL IN A VELVET
GLOVE.Orientación y Sociedad ISSN 1515-6877 2012, N°11, pp. Peter Plant & Rie Thomsen  Retrieved from  http://www.scielo.org.ar/pdf/orisoc/v11/en_v11a02.pdf

Estudio piloto en orientación vocacional/profesional (2009-2011)  (s .f).  Retrieved from         http://orientacioneducativacol.blogspot.com/2014/09/estudio-piloto-en-            orientacion.html


Faciollince, Héctor Abad (2004) Angostura: Seix Barral.

Félix García Morión(Ed) (1998). Crecimiento Moral y Filosofía para Niños. Artículo, la educación Moral en la escuela Primaria Bilbao: Dsclee de Brower, S.A

Ferrater Mora J.  (1941) filosofía. (Ed.),  Atlante [primera edición] páginas 404-406        Retrieved from   http://www.filosofia.org/enc/fer/index.htm

Güichard,J (1995) La escuela y las representaciones de futuro de los adolescentes. Bar
celona: Laertes.

Hansenn,F (2003) La dimensión existencial para la orientación formativa y profesional: cuando la orientación se convierte en práctica filosófica. Retrieved from            http://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/409/es        _hansen.pdf

Ideología y aparatos ideológicos de Estado. (s.f.). Retrieved from             http://www.cholonautas.edu.pe/modulo/upload/LOUIS%20ALTHUSSER.pdf


La Estructura de las Revoluciones Científicas. (s.f.). Retrieved from               http://www.conductitlan.net/libros_y_lecturas_basicas_gratuitos/t_s_kuhn_la_estruc            tura_de_las_revoluciones_cientificas.pdf

Max-Neef, Manfred y otros. (1989) programa y reflexiones para las instituciones del
mundo contrahegemónico. En: Sociedad civil y cultura democrática. Santiago de Chile, p. 129

Max -Neef, M. (1997) Desarrollo a Escala Humana. Medellín: Cepaur.

Max-Neef, M & Antonio   Elizalde, A  y  Hoppenhayn, M. (2005) Desarrollo a Escala Hu
mana. Retrieved fromWorld Wide Web:      http://www.neticoop.org.uy/IMG/pdf/DesEscalaHumana.pdf

Modelos de orientación e intervención psicopedagógica: Revista Iberoamericana de        Educación (ISSN: 1681-5653) Retrieved from            http://www.rieoei.org/deloslectores/823Bausela.PDF

Montserrat Puig Llobet, Pilar Sabater Mateu, Nuria Rodríguez Ávila (2012). Necesidades
Humanas: Evolución del concepto  Según la perspectiva social. Aposta. Revista de ciencias sociales. ISSN 1696-7348, nº 54,  http://www.apostadigital.com/revistav3/hemeroteca/monpuigllob.pdf

Navarro, E (2.006). Ética de la profesión: Proyecto personal y compromiso de ciuda
danía concepto de vocación profesional como proyecto personal de vida. Retrieved fromhttp://racionalidadpractica.blogspot.com/2008/08/tica-de-la-profesin-proyecto-personal-y.html



Rincón Gómez, I. (s. f.)  Breve esquema del pensamiento de Winnicott sobre los fenómenos      transicionales.  Revista de la Facultad de Psicología Universidad Cooperativa de Colombia - Volumen 2 / Número 2  Retrieved from    http://wb.ucc.edu.co/pensandopsicologia/files/2010/09/articulo-02-vol2-n2.pdf

Ruiz silva, Alexander  (2007). El dialogo que somos: ética discursiva y educación. Bo
gotá:  Civitas Magisterio.

S.E.D (2009) Lineamientos para la Articulación entre la Educación Media y la superior en
Bogotá. Bogotá: Secretaria de educación del distrito.

Tarín Gómez, F. (s. f.).   Althusser De la violencia física a la violencia simbólica: La        estructura de la ficción y el Poder. Retrieved fromen       http://www.bocc.ubi.pt/pag/tarin-francisco-violencia-fisica-violencia-simbolica.pdf

Toffler, Alvin.( 1976).  La dimensión física” y “La dimensión psicológica”, en el “shock”         del futuro .Barcelona:  Plaza & Janes S.A.

Torres ospina, Pedro, GONZÁLEZ BLANCO, José Israel y otros (2009) Salud Mental Cooperativismo y Educación. Bogotá: Códice.

UNESCO. La educación encierra un tesoro. Informe de la Comisión Internacional sobre la
Educación para el siglo XXI, presidida por Jacques Delors. (1996) Madrid: Santillana.

Winnicott, D. W(1953)  Transitional Objects and Transitional Phenomena.. In


No hay comentarios.:

Publicar un comentario