Una experiencia sobre detección de situaciones de riesgo en menores desde el ámbito escolar
Detection plays an essential role in managing the competences of educators, as it paves the way to trigger the mechanisms to protect children from the classroom. Thus the educational system needs to give prominence and operational capacity to this role, which serves as a social facilitator that mana...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Spanish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Universidad Pontificia Comillas
2005
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| In: |
Miscelánea Comillas
Year: 2005, Volume: 63, Issue: 123, Pages: 303-336 |
| Further subjects: | B
Detección
B Sociedad civil B Maltrato infantil B Escuela B Situación de riesgo |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a Detection plays an essential role in managing the competences of educators, as it paves the way to trigger the mechanisms to protect children from the classroom. Thus the educational system needs to give prominence and operational capacity to this role, which serves as a social facilitator that manages to strengthen the knowledge and skills of educators, as well as being a driving force behind interaction with students in guiding them in their preparation for civil society. Moreover, a positive link should be seen to be created between the school and the abuser family with a view to channelling the treatment needed, based on the risk situation presented in the classroom, together with other resources from the child protection system. | ||
| 520 | |a La detección es una función imprescindible en el manejo de las competencias de cada docente, ya que representa la vía de entrada que activa los dispositivos de protección del menor desde el aula. Para ello el sistema educativo ha de dotar de importancia y operatividad a esta función, ejerciendo como facilitador social que potencie conocimientos y habilidades de sus educadores, además de impulsar el nivel de interacción con el alumno guiándole en su preparación hacia la sociedad civil. Asimismo se ha de proyectar la creación de un vínculo positivo entre la escuela y la familia maltratante que canalice el tratamiento necesario, surgido de esa situación de riesgo planteada en el aula, con el resto de recursos del sistema de protección a la infancia. | ||
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| 650 | 4 | |a Escuela | |
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