¿Cómo perciben las orientadoras una educación que incluya la muerte?un estudio cualitativo

  1. Victoria de Miguel Yubero 1
  2. Agustín de la Herrán Gascón 1
  3. Pablo Rodríguez Herrero 1
  4. Sandra Ruiz Ambit 2
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  2. 2 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2022

Número: 396

Páginas: 261-285

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2022-396-537 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

School counsellors’ perceptions of death education have not yet been studied in Death Pedagogy, although death is a phenomenon intrinsic to life itself and, in circumstances like the current pandemic and post-pandemic, can be ubiquitous in everyday experience, both individual and collective. Thus the objective of this study was to ascertain school counsellors’ perceptions of death education. The study design was qualitative and descriptive. Six counsellors working in Spanish state schools at early childhood, primary, secondary and sixth-form levels participated. A content analysis of topics and semantics was performed using the Jaccard index. Some notable views expressed by participants were: (1) death was associated with violence, prurience and dehumanization in the media, social media and some videogames, and hence the current social image of the topic was not suited to educational purposes; (2) death education was associated mainly with tutorial intervention in counselling for bereaved students, although its educational value in curriculum subjects, cross-curricular topics and tutorial action plans was also acknowledged; (3) death education was necessary, though controversial and problematic; (4) a shift of approach was needed, moving from health and psychological intervention towards education and pedagogy; (5) the leading role in counselling and guidance should be taken by tutors; (6) schools should design and implement not only death education but also bereavement counselling plans, adaptable to the student, as a part of the school educational project. The main conclusion was that in order to take advantage of the potential of Death Pedagogy in both organisational and didactic terms, specific training was required for school counsellors, teachers and parents.

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Fuente de los datos: Dialnet