Abstract

QUESADA MONGE, Ana Cristina. Social pedagogy trends and their Latin American critical outline in Social Work professional training in Sede de Occidente at Universidad de Costa Rica. Innovaciones Educativas [online]. 2023, vol.25, n.38, pp.116-128. ISSN 2215-4132.  http://dx.doi.org/10.22458/ie.v25i38.4243.

All university training and professional study programs are to be followed by a proper curricular and pedagogical foundation. Thus, this essay brings to light a comparative analysis exercise carried out between the origins and the Academic Development Plan of the Social Work study program at Universidad de Costa Rica, Sede de Occidente, during the years 2018 to 2021, with a specific pedagogy trend and several of its particular outlines. Therefore, this essay demonstrates that this analysis process is helpful for individuals in the university context who must undergo this exercise, mainly in self-evaluating academic offers in higher education. Furthermore, through this comparative analysis, conclusions show that the beginning of the creation of the Social Work study program at Sede de Occidente was influenced by a social pedagogical trend, mainly of a socialist or Marxist nature. However, in some of the approaches shown in the Academic Development Plan for years 2018 to 2021, it is possible to identify the incorporation of other critical pedagogy studies, such as popular education, Paulo Freire’s pedagogies, territoriality and alterity. The last two are considered critical Latin American pedagogies. In turn, a series of elements of the institutional and organizational conditions were found that limit the application and scope of these pedagogies in the professional training of social workers at Sede de Occidente, of Universidad de Costa Rica.

Keywords : higher education; educational sciences; educational research; educational autonomy; training; teaching of social sciences and social work.

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