Although it seem that we live in a fully developed world the current reality indicates that the social exclusion is a phenomenon in increase. One of the main reasons is the peak of the diversity inside the communities that previously did not have it so marked. The social exclusion is associated to the terms discrimination or inequality (Sánchez, 2009) precipitated by factors like the absence of equity in the elements of the social welfare, the stereotypes or negative prejudices that transform in a deal more desfavorable to determinate communities of people, many times of unaware form. The strong emigration because of the big economic crises is another factor dinamizador of these processes that require political systems and educacionales that favour the equality of opportunities.
The social structure every time is more fragmentada in which we can differentiate three different planes: the ethnic diversity, the alteration of the pyramid of ages and the plurality of the convivencia familiar (monoparentalidad, erosion model patriarcal, politics of feeble childish education, difficulties of familiar conciliation-labour).
The people can be suffering of the social exclusion in different fields: economic, labour, formative, sociosanitario, house, relational or politician.
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All these factors go to need of the support of professionals of the orientation that make interventions psicopedagógicas from an intercultural point of view that have to have some basic competitions (promotion, retention and incorporation) of face to his implantation in the organisations.
The here quoted appearances will develop to continuation more widely from an approach inclusivo, of equality of opportunities and of social justice.
The social exclusion is a term with crowd of definitions but that all they come related with the categorisation that the human beings make of practically all the things that suceden in his surroundings. We are different, many times to simple sight, and this is what of form practically unaware finishes for classifying of erroneous form to some individuals. It is this value that gives in the classifications the one who expresses and implements prejudices, racism, sexismo and in general intolerance to the difference (Sánchez, 2009).
In my opinion, the social exclusion means the fault of equity to the hour to include in the society to some groups of people by different facts, between which fit:
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They exist crowd of fields in which the people can feel excluded, the fundamental are the quoted in the work Analysis of the factors of social exclusion (Subirats i Humet, 2005) of the Foundation BBVA in the distinguish seven fields of social exclusion:
As we already mention in the introduction, the social exclusion is directly related with the diversity, by what the multiculturalidad forms part of this big social diversity in which we live.
“The interculturalidad or the interculturalismo as they designate it some authors, can consider like a theoretical and practical conception of universal character that attends the cultural diversity of all the societies from the principles of equality, interaction and social transformation. It involves an ethical and ideological option of personal character, a form to understand and live the social relations and a way to pose and develop the education (Lluch and Saltworks, 1996; AECG, 1996)”.
It is by this necessary an intercultural education based in the respect by the cultural diversity so that the orientadores make the interventions to attain a greater equality of opportunities. It seems therefore essential once again the education psicopedagógica that it was able to transmit these values to the other. These knowledges, skills and attitudes have to be presents in all the orientadores that have to have competitions, according to Pedersen (1994), in three fundamental elements:
All the mentioned previously has an educational work in the training for the cultural diversity, that does not have to to limit only to the theoretical interpretation but also to the promotion, retention and incorporation of the competitions to the society. Increase the consciousness of the people on these facts and his sensitivity. Create programs of orientation, education and of social and intercultural skills, the promotion of the emotional intelligence between the more youngsters that will be a value added of prevention for his lives, are some of the tasks that have to make and keep for the promotion of intercultural competitions in a continuous education of base.
All the people are special, independently of his gender, race, or disabilities by what owe to take these differences from a positive perspective, since the evolution involves diversity.
The fields where appears the social exclusion seems that they find in his majority interrelated or exist people that suffer it in more than a field. For putting a migrant person, with a strong cultural stigma and ethnic, will have grave labour problems, that to his time will be able to drive to residential problems and these to familiar problems. It is by this that the efforts of inclusion have to centre in attaining the participation equitativa of all the individuals in all the facets of the life, difficult work but that it has to make from a perspective educacional of base, educating in values and attitudes prosociales. All the people are special, independently of his gender, race, or disabilities by what owe to take these differences from a positive perspective, since the evolution involves diversity. We have to learn to collect the positive of each person and direct it to that it explode it of the best possible way so that they contribute from his possibilities to the productive processes.
The intervention orientadora has to split of an integral training and qualified that it adapt to each one of the needs of the different groups to his inclusion in the society. No only it has to to take part on the users but on the half that allows the social exclusion, that is to say the politics of intervention, or even the media that incite to some social exclusions. It would treat to contribute to modify the unsuitable appearances of the educational and contextual frame (Álvarez Red, 1994) and to support the strengthening of the people in the society, develop them in competitions and form them in capacities to attain that they control his lives. The orientadores are agents of change that have to be in constant collaboration with the rest of formative agents (professors, parents, social institutions, etc.).
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The work of the orientadores no only has to remain in the labour insertion but also to this strengthening of the people in the educational plane since we can not us forget that a good base will be the future of better generations. The orientador has to create a complete professional project and integrate it inside the vital project of the people so that the person achieves the necessary capacities to adapt to the future changes and achieve to be the creator of his own personal career and professional, conscious of his life. The orientador professional earns greater importance like dinamizador in the integral development of the people in risk of social exclusion, because of being the most vulnerable people and with fewer resources to attain it by himself alone.
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References and bibliography:
This work forms part of the activities made by Iván Hammer Martínez to surpass the subject Orientation for the Equality and the Inclusion Sociolaboral inside the Máster University in Professional Orientation of the National University of Education to Distance during the academic course 2016-2017. It remains forbidden the total or partial reproduction of this document without consent express of the author. All the rights reserved.
Álvarez Red, V. (1994). Educational orientation and action orientadora. Relations between the theory and the practice. Madrid: EOS.
Lluch, Xavier and Saltworks, Jesús (1996). The cultural diversity in the educational practice. Materials for the training of the profesorado in Intercultural Education. Madrid: MEC.
Malik Liévano, B. (2002). The intercultural approach in the organizaciones. Extract of the chapter 6 of the Educational Project – Models of Orientation and Intervention Psicopedagógica. Madrid: UNED. Unpublished.
Pedersen, P. B. (1994): To handbook for developing multicultural awareness (4th ed.). Alexandria, GOES: American Counseling Association.
Sánchez García, M.F. (2009). The Labour Orientation in contexts of personal diversity, social and cultural. In L.M. Sobrado And To. Cortés Pascual (Coords.), Professional Orientation. New stages and perspectives (Cap. 8, pp. 161-181). Madrid: New Library.
Suárez Ortega, M. (2006). Barriers in the feminine professional development. Spanish magazine of Orientation and psychopedagogics (19) 1, pp. 61-72.
Subirats i Humet, J. (Dir.), Gomá Carmona, R and Brugué Torrella, J. (Coords.) (2005). Analysis of the factors of social exclusion. Documents of work 4. Foundation BBVA. Government of Catalonia.
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