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Abstract
This paper presents a comparative analysis of the vision that social pedagogy professionals from different countries have regarding their socio-educational action in the framework of social pedagogy. The study was driven by interest in building a global, up-to-date, integral view of social pedagogy. A qualitative methodology was used, based on conducting a series of semi-structured interviews with experienced professionals in the field of social pedagogy from ten different countries. Analysis of the content of the interviews was based on the main dimensions that make up social pedagogy, as defined by academic experts in previous research (Janer and Úcar, 2016a). These dimensions were coded into a series of analysis categories and processed using Atlas.ti software. According to the workers interviewed, social pedagogy does not have a direct professional translation; it receives no social recognition and there is no agreement on its epistemological status. There are a number of specific aspects that are developed in specific ways according to each different context. These workers agree that it would be possible to generate a common theoretical and practical framework for social pedagogy, as there are common threads among traditions in different countries. They observe, however, that there is a need to create and enhance environments for dialogue between theorists and practitioners, between academics and workers.
Keywords
References
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