Familia sistémica en contexto educacional

Abstract

The High number of students leaving compulsory education requires responses that promote changes in the pillars of our education system. This finding comes against plan to combat early school leaving established by the European Union. This plan aims to reduce by 10 % the EU average rate of early school leavers by 2020. That said, all countries belonging to the EU should develop policies covering all levels of education, in order to eliminate the causes of dropout. We believe that to tackle this social problem is fundamental root, by schools, an intervention at the family level. But do we have Technicians in our schools able to intervene at this level? From this we aim to fidget with this study provide more insight into the formation with regard to the theme of family Technicians present in our schools and that deal closely with students and their families, with these teachers and psychologists. Thus we have as specific objective to determine the existence of a letiva component focused on the theme of family systemic in the curricula of Degrees in Education and Degrees in Psychology of Higher Education Institutions in the Iberian Peninsula; determine the preparation of teachers and psychologists present in schools in relation to the theme of family systemic taking into account the credits (ECTS) assigned to these issues in the course of their training; and compare the curricula of Undergraduate observed in Portugal with the observed Degrees in Spain. We can see, with this investigation, which in Portugal have 38.3% of Private Higher Education Schools, while in Spain we have 32.3% of Private Higher Education Schools that offer basic training for future teachers and / or psychologists; and Portugal have 61.7% Public Colleges while in Spain we have 67.7% of Higher Education Public Schools that offer the same training. Among the basic training for future teachers and psychologists, we can observe that in the Portuguese education institutions, 51.7% were basic training for future teachers and 48.3% were basic training for future psychologists; while in Spain 59.1% were basic training for future teachers and 40.9% were basic training for future psychologists. With this study we find that is not provided to teachers, both Portuguese and Spanish, any training under the Systemic. Psychologists, despite being provided, relevantly is not yet widespread. Despite this, they are more likely to have received training in this subject. Regarding the theme of the family, when we compare the results obtained in view of the curricula of Portugal with Spain neighboring results, we can conclude that the Spanish teachers will be better prepared to deal with the family theme in the school environment. With regard to psychologists class we can get a separate analysis did not find significant differences in the proportion of universities with courses in family topics in the training of psychologists between Portugal and Spain