La Figura Profesional de la Educación Social en la Escuela. Estudio Comparado Entre España, Francia e Italia

The Sustainable Development Goals (SDG henceforth) of the 2030 Agenda have the purpose of building a sustainable society in the social, environmental and economic dimensions. Right now, it could be the moment to apply a new paradigm in the school. We need to take into account the social dimension of education, which is necessary to develop the comprehensive education of students, explicitly in the Right to Education and implicitly in the quality of education in the SDG 4. Likewise, it should guarantee the participation of the whole Educational Community to manage the centre. With this aim, the introduction of this document exposes experiences and studies which demonstrate the crucial role of the social educators to achieve both, the opening of the school and the cohesion of the Educational Community. It will be highlighted also the contribution of this professional figure to handle issues related with violence prevention in the society. Taking all these factors into account, the question that arises is: Are social educators part of the multidisciplinary equip in the schools? Starting from this base and being Spain integrated in a European context, this doctoral thesis performs a comparative study about the situation of Social Education professionals in the schools of Spain, France and Italy. The main purpose consists on study if Social Education professionals are integrated in the multidisciplinary equip of primary and secondary schools in the countries studied, whether by legal requirements or not. Using personal interviews of real cases and studding the state of the art in the literature, this document makes clear the importance of this professional figure in the schools. The research is based on a comparative methodology of three educational systems in the European context. Develops a content analysis in the legislation to be able to map the situation of Social Education in the school, for each comparison variable. The data has been obtained from different sources, such as the over mentioned personal interviews, the Internet search of databases, in addition to the review of the literature. In the results it can be seen that, although none of the three countries explicitly includes, in their educational law, the Social Education professional as a figure included in the school staff, there are some mechanisms to cover the social aspect of education, albeit partially.