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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/224049
Decolonizar el Conocimiento en Educación Social: Por una Formación y Praxis Crítica a través del Teatro del Oprimido
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Abstract
[spa] Este trabajo se centra en el proceso de aprendizaje de los y las estudiantes del grado en Educación Social de la Universidad de Barcelona. Con el objetivo de garantizar una praxis profesional ética, se busca alinear el concepto de decolonialidad con el Prácticum que habitualmente realiza el estudiantado en tercer curso. Para ello, se emplea una metodología que apuesta por una educación a través del arte, basada en el Teatro del Oprimido. Así, se lleva a cabo un diagnóstico de necesidades desde un enfoque cualitativo, que justifica la creación del producto y se adapta a las necesidades detectadas. Las conclusiones de este trabajo invitan a repensar tanto la formación de la figura profesional en Educación Social como su praxis en relación con las personas usuarias acompañadas. En este repensar la formación, se destaca el aprendizaje cooperativo nacido de un espacio de reflexión posterior a la práctica.
[eng] This paper focuses on the learning process of students of the degree in Social Education at the University of Barcelona. With the aim of guaranteeing an ethical professional praxis, we seek to align the concept of decoloniality with the Pràcticum that students usually carry out in the third year. To this end, a methodology based on education through art, based on the Teatro del Oprimido, is used. Thus, a diagnosis of needs is carried out from a qualitative approach, which justifies the creation of the product and adapts to the needs detected. The conclusions of this work invite us to rethink both the training of professionals in Social Education and their praxis in relation to the accompanied users. In this rethinking of training, the cooperative learning born of a space for reflection after practice stands out.
[eng] This paper focuses on the learning process of students of the degree in Social Education at the University of Barcelona. With the aim of guaranteeing an ethical professional praxis, we seek to align the concept of decoloniality with the Pràcticum that students usually carry out in the third year. To this end, a methodology based on education through art, based on the Teatro del Oprimido, is used. Thus, a diagnosis of needs is carried out from a qualitative approach, which justifies the creation of the product and adapts to the needs detected. The conclusions of this work invite us to rethink both the training of professionals in Social Education and their praxis in relation to the accompanied users. In this rethinking of training, the cooperative learning born of a space for reflection after practice stands out.
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Treballs Finals de Grau d'Educació Social, Facultat d'Educació, Universitat de Barcelona, Curs: 2024-2025, Tutor: Thomas André Prola
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AITICHOU BOUADID, Mina. Decolonizar el Conocimiento en Educación Social: Por una Formación y Praxis Crítica a través del Teatro del Oprimido. [consulted: 15 of June of 2026]. Available at: https://hdl.handle.net/2445/224049