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Resumen
Los antecedentes de la orientación educativa e intervención psicopedagógica en la enseñanza no universitaria en el Estado español se remontan a comienzos de siglo. Sin embargo, hasta finales de la década de los setenta no se empezó a crear una mínima infraestructura que posibilitase su desarrollo y consolidación.
En este artículo se expone cómo ha sido la evolución y configuración de los servicios de orientación en la Comunidad Autónoma de Galicia, especialmente desde que le fueron transferidas las competencias educativas en 1982, y la perspectiva de futuro en base al marco legal recientemente publicado y a su actual estructura.
Abstract
The origins of educational orientation and psychopedagogical support in pre-university teaching in Spain date from the beginning of the century. However, it is only towards the end of the 1970s that some sort of infrastructure emerged, enabling the development and consolidation of this form of support. The article traces the evolution and configuration of these orientation services in the Autonomous Community of Galicia (North Western Spain), especially from 1982 onwards when management of education services were transfered to the region. authority in 1982. It also analyses future prospects based on the recently passed Education Act and its present structure.
Extended Summary
Educational Orientation in schools in Spain may be traced to the beginning of the century. However, an infrastructure suitable for its development was not created until the late 1970s. But more especifically from 1982 onwards, when education services were transfered to the Autonomous Community of Galicia in North-Western Spain. From this date, it is possible to identify distinctive phases in the process by which different services were set up and their evolution, each with their own particular characteristics. Briefly, psychopedagogical support in Primary Education is provided by external multi-disciplinary teams known as “Psychopedagogical Support Teams”. In Secondary Education, this is provided through Education Orientation Departments set up within the schools on an experimental basis just over 10 years ago. There is an Experimental Integration Plan for students with special needs. Since this programme was started, the work of educational psychologists has concentrated on their integration, organization of resources, and adaptation of the curriculum.
The working model has been progressively evolving, adapting itself to legislative proposals and to new ways of conceiving diversity. Although initially it focused on the special needs of the individual pupil and was deeply rooted in the dominant professional culture, it is progressively becoming a model that endeavours to cover the needs of every pupil through collaboration between all levels of the institution.
The organization of educational orientation and psychopedagogical support in Galicia is currently being restructured. The new proposal defines orientation on the following levels: 1) Departments of Educational Orientation in Primary and Secondary Schools, and 2) Specific Educational Orientation Teams acting in each province. This will eliminate the sectorial approach to educational orientation as it does not involve psychopedagogical teams. However, the recent proposal has been widely discussed and criticized in different social and professional spheres. It is considered that its work-out lacks rigor, there is an absence of a clear and coherent working model, and structural characteristics can lead to discoordination and divergence in practice.