Diversidad cultural, género y diversidad funcional en la formación universitaria de educadores/as sociales. Un análisis de los planes de estudios

Abstract

The attention to diversity (cultural diversity, gender or disability) has become the central axis of socio-educational disorders, as a reality that must be taken into account for an adequate and coherent educational practice. Social educators assume a fundamental role in socioeducational intervention, so they must have an initial training that provides them with the necessary tools for their professional work. Based on this idea, this paper presents the results of a study that aims to analyze the type of training related to disability, gender and cultural diversity in the curriculum of the degree in Social Education in Spanish public universities. To do this, it has been done a documentary analysis of the curriculum of the universities where the degree in Social Education has been offered, concluding that, in general, in the initial training of social educators to attend to the diversity of related contents with cultural diversity, gender and disability, working more in the field of cultural diversity. Likewise, disability training has the least presence. Finally, the optional formation of specific contents predominates, requiring the promotion of strategies that allow an improvement of the initial formation of social educators in all fields of diversity.