The relevance of critical reflection on social education practice: an aspect of social educator competence

Abstract

This paper work, as a systematic review, aims at proposing a recapture of the thought about the relevance of a critical reflection on social educational practice while an aspect related to the Social Educator competence, from a systemic perspective. In order to accomplish this, a data base was used with the following descriptors, in a separate way: Social Educator, Critical Reflection, Education, Social Projects, Social Education and Systemic Thinking. Besides, a broadly known literature was made use of to review concepts and ideas concerned to the referred topic. From the largely understood conceptions about Systemic Thinking, we went through current concepts and ideas about the notions and attributions of the Educator and of Social Education, and got to an idea that the critical position of this professional can contribute to processes of subjectivity of the individual capable of implementing better ways of being in the world. As final consideration of this review, one can reach the thought that the relevance of critical reflection of educational practice, while a Social Educator competence, resides in the (re)vitalizing development of identity and personality of  the learners caused by the Social Educator performance.