Interpretación simbólica de las dificultades de aprendizaje en el ámbito de la orientación escolar
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[1] Comunidad de Madrid
Comunidad de Madrid
Madrid, España
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- Localización: Sociedad y utopía: Revista de ciencias sociales, ISSN 1133-6706, Nº 47, 2016, págs. 442-462
- Idioma: español
- Títulos paralelos:
- Feminime essence of pedagogy. To the rescue of the symbolic interpretation of learning difficulties in the school counselling scope
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Resumen
The aim of the present article is to find out clues to improve school culture development. We propose indicators to expand the educational consciousness through symbolic interpretation of the main learning disorders at school today. The cultural identification of learning difficulties as seen from its symbolical interpretation lead us to the significance of the self-checking identity. Throughout this process we will detect indicators for the development and extension of the pedagogical culture, responsive to the finding of the deep meaning of those apparently limitative situations that emerge from the daily routine of the school institutions and, on the other hand, offer us clues for cultural development. The consciousness applied to pedagogy means rescuing that feminine essence that constitutes it and that belongs to it.
