La Psicoeducación de la muerte en el escolar primario: ¿Realidad o utopía?
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Fecha
2011-06-26
Autores
Soares Santos, Carmen de Fátima
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Editor
Universidad Central "Marta Abreu" de las Villas
Resumen
Se comparte el criterio de educar para el ciclo vida-muerte. Sin embargo este último
aspecto queda olvidado, escondido, manipulado. La escuela como institución, y el
docente como principal guía del proceso, carecen de las herramientas necesarias para acompañar al niño que sufre de una pérdida significativa por muerte. Desde esta perspectiva el trabajo se orienta a caracterizar la psicoeducación de la muerte en la Escuela Primaria “Osvaldo Socarrás Martínez” de Santa Clara. La muestra está conformada por los escolares que cursan el ciclo primario y que han sufrido pérdidas significativas en los dos últimos años, sus maestros, y padres y/o tutores. En el trabajo se asume un enfoque integrativo de investigación, con un diseño en paralelo donde se privilegian los momentos interpretativos.
Los resultados obtenidos demuestran las diferencias en el significado de la muerte por parte de los escolares del primer y segundo ciclo de ese tipo de enseñanza. Además se observa en los maestros la ausencia de un enfoque psicoeducativo conscientemente planificado, no existiendo orientaciones metodológicas en los planes y programas de estudio. Las alternativas didácticas y el acompañamiento del duelo por los docentes surgen “por espontaneidad”, al carecer de recursos y de la preparación profesional requerida para ello, lo que indica la prioridad de reconceptualizar la visión psicoeducativa que se posee sobre la muerte en el nivel primario de educación.
It shares the criteria to educate for life-death cycle. However this last aspect remains forgotten, hidden or manipulated. The school like an institution and the class work as the principal guide of the process lacks the necessary tools to accompany the child who suffer significant loss on death. From this perspective, the work is based on characterizing the psycho education of death in the primary school “Osvaldo Socarrás Martínez” in Santa Clara. The sample is composed of the scholars who cross the primary cycle and have suffered significant losses within the last two years, their teachers, parents, and/or tutors. In this work it taken an integrative perspective of investigation, with parallel design, the interpretive moments are privileged. The obtained results show significant differences in the significance of death by the scholars of the first and second cycle of this type of learning. It’s also observed that the teachers and the absence of a psycoeducative focus consciously planned and the no existence of methodological orientations and plans in study programmes. The alternative didactics and the accompaniment of pain for the students emerges “due to spontaneity”, when there is lack of resources and the professional preparation needed for them, which indicates the priority to reconceptalize the pycoeducative vision which they have about death.
It shares the criteria to educate for life-death cycle. However this last aspect remains forgotten, hidden or manipulated. The school like an institution and the class work as the principal guide of the process lacks the necessary tools to accompany the child who suffer significant loss on death. From this perspective, the work is based on characterizing the psycho education of death in the primary school “Osvaldo Socarrás Martínez” in Santa Clara. The sample is composed of the scholars who cross the primary cycle and have suffered significant losses within the last two years, their teachers, parents, and/or tutors. In this work it taken an integrative perspective of investigation, with parallel design, the interpretive moments are privileged. The obtained results show significant differences in the significance of death by the scholars of the first and second cycle of this type of learning. It’s also observed that the teachers and the absence of a psycoeducative focus consciously planned and the no existence of methodological orientations and plans in study programmes. The alternative didactics and the accompaniment of pain for the students emerges “due to spontaneity”, when there is lack of resources and the professional preparation needed for them, which indicates the priority to reconceptalize the pycoeducative vision which they have about death.
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Palabras clave
Psicoeducación, Muerte, Escolares