La educación para la Resiliencia en al alumnado de la periferia de la Europa del Sur

Carolina Silva Sousa



This article is intended to refl ect and give visibility to some of the new knowledge emerging ‘from’ and ‘in’ research on education for resilience—and that is molded in all the article in order to better understand the concept of resilience, a concept with an interactive and multidimensional character—and highlight some of the different components that addresses a resilient human being—student or teacher—in a more dynamic way, which highlights an opening to the infl uence of the contexts in which the confrontation takes place with the adversity—and that goes beyond the consideration of the factors involved as part of a process seen only in terms of linear causality. Thus, with this work, we put the following questions: How do education for resilience and build a fair coexistence in a global society, complex, plural and increasingly multicultural with the students from the periphery of southern Europe? How education for resilience can contribute to change an educational model, in order to prevent social exclusion at school, present in today’s society, namely, on the outskirts of the periphery of southern Europe? In this context, the methodological design of this article is developed from the conceptual tools about the interrelationship between education of human beings, their genetic potential and the environment in which your life unfolds, that resilience can presented as very important to overcome the diffi culties inherent in the educational act.



Con este articulo se pretende reflexionar y dar visibilidad a algunos de los nuevos conocimientos que emergen ‘de’ y ‘en’ la investigación sobre la educación para la resiliencia – y que se moldea en el decurso del articulo con el fin de comprender mejor y profundizar el concepto de resiliencia, de carácter interactivo y multidimensional – y destacar algunos de los distintos componentes que aborda un ser humano resiliente, de una manera más dinámica y situada, que pone de relieve una apertura a la influencia de los contextos en los que se produce la confrontación con la adversidad – y que va más allá de la mera consideración de los factores que intervienen como parte de un proceso visto tan sólo en términos de causalidad lineal. Así, con este trabajo se plantean las cuestiónes: ¿Como hacer una educación para la resiliencia y construir una convivencia justa en una sociedad global, compleja, plural y cada vez más intercultural en el alumnado de la periferia del sur de Europa? Hasta que punto la educación para la resiliencia no se presenta como el cambio en el modelo educativo que contribuye a evitar la exclusión social en la escuela, uno de los problemas más importantes de la sociedad actual, en la periferia de la Europa del Sur? En este contexto, el diseño metodológico deste articulo se desarrolla a partir de las herramients conceptuales en torno a la interrelación entre la educación del ser humano, su potencial genético y el entorno en que se desarrolla su vida, en que la capacidad de resiliencia se puede presentar como muy importante para superar las dificultades inherentes al acto educativo.


education; human development; resilience

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