La articulación teoría-práctica en la formación universitaria en trabajo social:
contribución de la didáctica profesional
DOI:
https://doi.org/10.20873/2526-1487V5N2e020008Palabras clave:
Trabajo social, Dimensión relacional, Formación, Didáctica profesional, Relación teoría-prácticaResumen
Para asegurar la capacidad de la sucesión de responder al incremento de las necesidades sociales, las instituciones de enseñanza que ofrecen formación en trabajo social deben de favorecer una mejor adecuación entre teoría y práctica. Esto constituye un desafío importante dado que la articulación teoría-práctica en el campo de las profesiones socioeducativas implica limitaciones particulares debido a la dimensión relacional inherente a su intervención. La transposición de los saberes profesionales derivados de esta dimensión en la formación exige, por lo tanto, poder contar con rigorosas herramientas de reflexión y de análisis para reflejar su complejidad. Mediante el análisis del trabajo real de los profesionales, este enfoque tiene por finalidad lograr una mejor comprensión de los ejes estructurantes de las prácticas profesionales, destacando de ellos los saberes empíricos asociados a los mismos.Los conocimientos prácticos pueden ser descomponibles en objetos de formación y extrapolables en los programas. Antes de exponer los fundamentos de la didáctica profesional, este artículo pretende contextualizar los debates actuales en relación con la formación en trabajo social. Para concluir, se plantearán los aportes que puede proporcionar este enfoque teórico en el campo de la formación de las profesiones relacionales.
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