Social pedagogy as a promoter of adaptation
DOI:
https://doi.org/10.35362/rie9716699Keywords:
social adaptation, social pedagogy, university students, inclusion, diversityAbstract
This article analyzes the complexity of social adaptation and its interrelation with psychological balance and well-being. It addresses the tensions that arise in this process, particularly among university students in vulnerable situations. It is a theoretical study based on a documentary analysis of a hermeneutic nature that examines conceptual approaches and relevant texts on social maladaptation. In this context, social pedagogy stands out as a key discipline in preventive and guiding intervention. The analysis emphasizes the relevance of biological, psychological, and social factors in social adaptation, conceived as a dynamic and multifaceted phenomenon that transcends the uncritical assumption of external norms and requires a deep understanding of the individual within their context. The historical evolution of the concept of social maladaptation is also explored, highlighting the shift from punitive approaches to rehabilitative perspectives.
Furthermore, the article examines the structural and psychosocial challenges faced by vulnerable university students, such as immigrants and people with disabilities, in accessing and remaining in higher education due to socioeconomic and linguistic barriers, as well as insufficient institutional support. This analysis highlights the importance of pedagogical-social strategies and teacher training in functional diversity to ensure an inclusive higher education that promotes social adaptation.
Keywords: Social adaptation; Social pedagogy; university students; inclusion; diversity.
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