摘要：Este artículo trata de la aparición del trabajo socioeducativo en el ámbito escolar para prevenir el abandono escolar en Suiza (cantón[1] de Vaud). El termino "socioeducativo" se aplica conjuntamente a una serie de situaciones problemáticas recientes, nuevos dispositivos o profesionales adecuados designados para responder a ellas y, también una nueva manera de nombrar algunas de sus actividades. Focus groups que asocian diferentes colaboradores profesionales y luego docentes han permitido investigar sus representaciones del trabajo socioeducativo, comprender los desafíos establecidos e identificar algunas condiciones para que los recursos y estrategias movilizados contribuyan al apoyo de los alumnos en dificultad. Los resultados muestran que el término “socioeducativo” se puede utilizar para designar diversos ámbitos de actuación considerando cada uno de ellos como perteneciente, tanto a las tareas de los docentes, como a otras competencias profesionales. El trabajo socioeducativo aparece como representativo de la relación interprofesional ya que supone un campo de actividad al que contribuye el conjunto de la comunidad educativa. [1] Se denomina cantón a cada una de las regiones suizas con gobierno autónomo y capitalidad. La capital del cantón d Vaud es Lausana. (Nota de traducción)Introduction: this article aims to investigate the emergence of socio-educational work in the school context in order to prevent early school leaving in Switzerland (Canton of Vaud). The term “socio-educational” is used jointly to refer to problematic situations and resources or professionals devoted to addressing such situations. Finally, the term is also used to refer to certain activities beyond teaching. Method: seven focus groups including specific professionals and teachers were surveyed (i) to conceptualize their representations of socio-educational work; (ii) to define perceived challenges; and (iii) to identify conditions which foster the support of disadvantaged children. Findings: the results show that the term "socio-educational" can be used to designate various types of activities which, sometimes, are related to teaching and, some other times, to other professional skills. Socio-educational work seems to represent interprofessional relationships in that it involves the whole educational community.
其他摘要：Introduction: this article aims to investigate the emergence of socio-educational work in the school context in order to prevent early school leaving in Switzerland (Canton of Vaud). The term “socio-educational” is used jointly to refer to problematic situations and resources or professionals devoted to addressing such situations. Finally, the term is also used to refer to certain activities beyond teaching. Method: seven focus groups including specific professionals and teachers were surveyed (i) to conceptualize their representations of socio-educational work; (ii) to define perceived challenges; and (iii) to identify conditions which foster the support of disadvantaged children. Findings: the results show that the term "socio-educational" can be used to designate various types of activities which, sometimes, are related to teaching and, some other times, to other professional skills. Socio-educational work seems to represent interprofessional relationships in that it involves the whole educational community.
关键词：Socio-educacional; alumnos en dificultad; colaboración; interprofesional.
