Sociocultural Animation Research Articles

Agro-ecotourism and socio-cultural animation as an alternative for tourism development in the town of El Refugio in the municipality of Ruiz, Nayarit

The main objective of this work is to propose a product made up of agro ecotourism and sociocultural tourism animation in the town of El Refugio, in the municipality of Ruíz, Nayarit, to contribute to tourism development. This work is based on the results previously obtained from the tourism diagnosis of the municipality of Ruiz, Nayarit and its Tourism Characterization carried out by Altamirano et al. (2019), in which a documentary, field and descriptive research was developed, where tools were used for the characterization, compilation, classification and ranking of the natural resources of the municipality of Ruiz Nayarit, as well as the determination of the tourist inventory, the degree of knowledge about tourism, its potential, the acceptance of tourism and the tourism product of the town of El Refugio, through the tourist inventory survey form and finally it was known through interviews with the residents of the town. locality, the degree of knowledge about tourism, its potential, acceptance of tourism and the tourism product. Once all the evidence was documented, the design of the agroecotourism product proposal was carried out as a viable and valuable option for tourists who visit the town and who are interested in knowing the agricultural process of coffee and pineapple, as well as that of carrying out activities in contact with nature and social integration, applying the techniques of sociocultural tourist animation to contribute to the tourist development of the community.

Animacja społeczno-kulturalna i edukacja medialna w obliczu nadużyć informacji cyfrowych

Introduction : One of the greatest threats in the data-driven technological world is information misuse. In the present, dynamic situation, researchers should seek to establish the scope of misuse, while educators must find new, effective ways of educating people of all ages about the issue. Due to its specific methodology, socio-cultural animation can be a useful approach to supporting media literacy among individuals and different types of social groups. Research Aim : This paper aims to demonstrate that the educational dimension of the animator's work should also include media education with a focus on digital information misuse. For this purpose, it presents the origins and main features of socio-cultural animation, the types of information misuse in the digital world and the assumptions of modern media education, and discusses why socio-cultural animation should, in conjunction with media education, prevent information misuse and mitigate its consequences. Evidence-based Facts: The literature review demonstrates that socio-cultural animation and media education have convergent underlying goals and values in the area of strengthening democratic processes in contemporary societies. Summary : Socio-cultural animation and media education share common goals and values. Due to its specific methodology, animation is an effective way of educating very different social groups. Knowledge of media education must be included in the animators’ training process. Animation methodology can be used to create innovative methods of media education in the local community and cultural institutions.

Animation sociocultural activities management

The purpose of the article is further generalization of animation sociocultural activities management within the context of general theory and practice of culture management and characteristic features of realization of contemporary cultural practices, investigation of ASCA management within the context of general culture processes management system under conditions of destabilization of society.
 The methodology. Based on the systematic approach, contemporary culture management analysis method and sociocultural animation con-cepts generalization method were used. Connection between culture management and animation acti-vities was explicated. Synthesis of scientific stances enables proposing a new take on general and specific aspects of managing contemporary sociocultural animation. Comparison of scientific stances enables uncovering development prospects of culture practices in the post-crisis period and provides an opportunity to propose their transformation direction.
 The results. Investigation of animation sociocultural activities management within contemporary scientific and practical contexts is multi-leveled (broad and narrow context). Connection to applied cultural studies enables analyzing ASCA management as maintenance of quality of sociocultural interaction, creation of organizational conditions for invigorating society subjects and regulating culture-creating being in the post-crisis period. Connection of different culture management levels enables implementation of the animation effect of sociocultural activities in various constituents of a respective field (teaching, recreation, tourism etc.). Effectiveness of regulating sociocultural animation depends on systematic view on its performance under conditions of contemporary culture senses creation, coherence of management and integration levels of means of animation, coordination of performance of main management functions, taking into account its specificity within the culture space, and ensuring adherence to animation activities principles.
 The scientific topicality. Contemporary global challenges (pandemics, military conflicts, total informatization) upon encountering permanent issues of society (socioeconomic troubles, ideological rigidity and value instability) become not only causes for change of a culture model, but also cause a search for productive innovative answers, which will become the basis for further culture-creation in the post-crisis period. Effectiveness of the idea of animation in the sociocultural field was proven both in theoretical research and thanks to realization of cultural practices. It is known that animation is the synonym for invigoration, sometimes even identified as social creativity, and is a factor of overcoming social extinction and alienation.
 The practical significance. Culture management enables not only realization of management functions, but also accompanies motivation of subject stance, hastens interaction in the culture field, supports and leads to carrying out initiative in a sociocultural space. Innovative approaches to sociocultural animation are brought into being through topical practices, which require thorough planning, organization, coordination and effectiveness control. Thanks to culture management, not only technical and material resources for activation of animation idea through understanding, explaining, promoting and realizing it in specific actions are regulated, but also intellectual, creative and information ones as well, which modernizes contemporary sociocultural processes.

Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity

The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students’ educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects. The article partially uses the materials of the author's dissertation “Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities” (2015) for the degree of Doctor of Pedagogical Sciences.

СОЦІОКУЛЬТУРНА АНІМАЦІЯ У КОНТЕКСТІ СОЦІАЛЬНО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ ЗІ СТАРШОКЛАСНИКАМИ

Соціокультурна анімація у процесі здійснення соціально-педагогічної діяльності у сучасному суспільстві є надзвичайно актуальною, виходячи з розуміння як позитивних, так і руйнівних впливів оточення, у якому зростає дитина. Процес виховання та соціалізації дитини відбувається безпосередньо та опосередковано через призму впливів різних соціальних обставин та соціально-психологічних умов середовища. Необхідною передумовою вивчення соціально-культурної анімації в умовах здійснення соціально-педагогічної діяльності є з’ясування суті, особливостей і механізмів розвитку та соціалізації старшого школяра.

Ympäristöinnostaja luontokokemusten ja ekososiaalisesti merkittävien suhteiden välittäjänä

Artikkelissa luonnostellaan laaja-alaisesti eri kasvatuskonteksteihin soveltuvan ympäristöinnostamisen lähtökohtia, periaatteita ja tavoitteita. Tarve ympäristöinnostamisen käsitteellistämiselle nousi Ohiossa toteutetun Arts for Parks -hankkeen myötä. Ohiolaisten ympäristökasvattajien haastatteluiden ja työpajahavainnointien analysointi nosti keskeisimpinä piirteinä esiin kasvattajan omista kokemuksista nousevan vastuullisen luontosuhteen sekä heidän syvän luontorakkautensa ja innostuksensa tiedon jakamiseen ja kokemusten tarjoamiseen. Sosiokulttuurisen innostamisen teoriaan nojaten ympäristöinnostamisen lähtökohdiksi voidaan asettaa toiminnan paikkasidonnaisuus ja innostajan henkilökohtainen työote. Ympäristöinnostajan keskeisenä tehtävänä on ekososiaalisesti merkittävien suhteiden välittäminen. Ympäristöinnostamisella pyritään emansipaatioon kestämättömyyttä tuottavista arvoista, uskomuksista ja toimintatavoista. Ympäristöinnostaminen on siis yhteisöllistä toimintaa kohti ekologisesti ja sosiaalisesti kestävämpää tulevaisuutta.

Musical abilities in professional activity of the specialist of the social and cultural sphere

The article presents the authors' opinion on the problem of training future specialists in the socio-cultural sphere, the relevance of which is increased in connection with the new requirements for University graduates identified in the GEF IN 3++. The practice of the educational process on the example of training students of the direction of training 51.03.03 Socio-cultural activities of the two profiles "Management of socio-cultural activities" and "Socio-cultural animation and recreation". The review of the literature on the issue of graduates ' readiness for professional activity allowed the authors to formulate the main theoretical provisions and determine the importance of musical abilities of students - future specialists in the social and cultural sphere. Theoretical analysis of psychological and pedagogical literature on the problem under study, as well as experimental work confirmed the importance of musical training of students in the direction of Socio-cultural activities, the need for the formation of their musical abilities that are needed in the implementation of various projects, activities, programs, as socio-cultural developments, projects are impossible without musical accompaniment. The musical Outlook of the specialist of the social and cultural sphere promotes development of musical culture, increase of level of professional training of graduates. The study clarified the basic concepts of "professional activity", "profession", "musical abilities". The authors described the basic skills necessary for specialists in the socio-cultural sphere; disclosed qualification requirements, employers ' requests, as well as the requirements of the GEF IN 3++ related to professional skills and abilities of future specialists in the socio-cultural sphere. The authors paid special attention to the experiments and the results of the study; the data obtained in the course of the survey of students in the field of socio-cultural activities on the importance of musical abilities for their activities are presented.

Sociocultural Animation in the 1st Cycle: What Are the Benefits in Promoting School Integration?

The present article aims to show the pedagogical perspective of the relationship between the Sociocultural Animation and the educar, verifying the perception that the students and teachers reveal about it. Sociocultural animation is relevant in the development of the child, because valuing play, prevents conflicts and favors social relations. At school, this interaction with play makes the action of Sociocultural Animation applied to education help to build the personality of the child, instructing rules and rules of socialization in a playful way. Thus, the present study sought to demonstrate the value that Sociocultural Animation has in school integration and success, in the perception of the students themselves and their respective teachers of Basic Education. In this way, the TEIP Program was implemented in the Grouping of Schools Nunes Álvares in Castelo Branco. The aim was to verify if the students of the 1st Cycle consider important the relationship between the Sociocultural Animation and the curricular teaching with the objective of promoting the school integration and success. After the participation of 439 students, it was verified that the relationship between animation and educating is relevant and positive, being seen as a promoter and facilitator of school success and integration.

Театрализованная экскурсия в современных практиках социально-культурной анимации

Театрализованная экскурсия в современных практиках социально-культурной анимации

Research of the current state of social integration of young people with disabilities in modern Ukraine by means of socio-cultural animation

Research of the current state of social integration of young people with disabilities in modern Ukraine by means of socio-cultural animation

Sculpting stories project: an action research with sociocultural animators for promoting digital storytelling within socioeducation paths

‘Sculpting stories’ is a national project funded by Law No. 383/2000 which allowed approval of experimental projects to meet important social emergencies and to facilitate the application of advanced methods of intervention for developing personal and social empowerment. Target group of project was children with sociocultural disadvantage in residential care facilities. The need of enhancing educational interventions for children under 18 years old is determined by the configuration of Italian welfare system that provides for the decreases of social protection measures for young people when they come of age. Theoretical assumption that has guided the action research was the relationship between self transformation processes due to the use of methods of sociocultural animation, education as a tool for change and identity construction and the new perspectives offered by technological evolution.

Hacia una Educación Tropical: ideas sobre formación de animadores socioculturales

Resumen: Conforme la gestión cultural descubre su dimensión más comunitaria en las cercanías de la educación popular latinoamericana, los estudios sobre la fiesta y el carnaval cobran sentido no solo como patrimonio inmaterial, sino como lugares para el desarrollo de competencias culturales y comunicativas a ser incluidas en el perfil de los gestores culturales. Recupero la experiencia de la asignatura Animación sociocultural, impartida a futuros gestores culturales en la Universidad Nacional de Colombia, sugiriendo caminos a seguir para impulsar cambios culturales que lejos diseminar las normas y folclorizar la diversidad, contribuyan a la pervivencia de pueblos que pueden determinar o incidir en su propio destino, creándolo - incluso también simbólicamente - de nuevo.

Aprendizaje-servicio desde la animación sociocultural.

This service learning experience for students in the course Education and Community Development is based on the methodology of socio cultural animation, which is aimed at the transformation of society, the integral formation of people, promoting folklore and achieving social self management of communities. T he article will describe what socio cultural animation consists of, will detail the methodology followed for the application of the experience, will discuss the results obtained, and will provide a conclusion that will help improve teaching learning proces ses through the application of this methodology.

Llenando Escuelas: una experiencia de aprendizaje-servicio en el sur de Marruecos.

A group of children and young people boarding at the Casa-Escuela Santiago Uno (a type of orphanage/Pious School) and students from different levels and areas of professional training, travelled to the South of Morocco to implement a development cooperation project entitled “Llenando Escuelas” (“Filling Schools”). The main aim was to empower the local population in educational and professional terms and basic services, paying special attention to the most disadvantaged population groups: women, children and young people. They used theoretical and practical knowledge they had acquired in the previous academic year: catering, manufacturing, gardening, welding, first aid, social integration, sociocultural animation, sports and circus activities. For two months they lived together in a school with their educators and together with local residents they helped refurbish the school, in addition to carrying out training, organizing leisure and free time activities and setting up and supplying a medical clinic. This was a service-learning experience in which an enriching socio-cultural exchange took place.

PATTERN OF ANIMATOR IN POLISH AND FOREIGN LITERATURE ON THE SUBJECT

The emergence and development of socio-cultural animation are closely related to the state of modern society and contemporary culture. Animation has become a response to their deficiencies and deficiencies, for the needs that our post-industrial society cannot satisfy. The development of civilization, which led to industrialization and urbanization, meant that the social structure underwent a radical transformation. Traditional forms of community life and the types of lasting relationships related to them have disappeared, and their place was replaced by individualistic culture focused on the individual and its self-fulfillment. The way we live has become increasingly dependent on the one hand on the state, with its ubiquitous institutions, and on the other hand on market mechanisms, increasingly aggressively entering all possible areas of social life. Many outstanding humanistic psychologists, such as Maslow, Perls, Rogers and Fromm, demanded action to transform the human individual. It was postulated to strive to develop in the individual such qualities as: openness, flexibility, the ability to make conscious choices, intrsteer, creativity, skepticism towards positively understood science and technology, striving for authenticity, treating life as internal changes, autonomy, caring for others, ecological sensitivity, independence, ability to self-organize into self-sufficient institutions, spiritual development. The theme of animation requires an interdisciplinary approach, as it concerns many areas of human life. Seen from a social perspective, it is associated with such phenomena as: enriching social and cultural life forms, inspiring people to creative life and creative activities, reviving local communities and various groups and environments, discovering the unrealized potentials of both individuals and groups. On the other hand, from the pedagogical perspective, you can see a range of methods in animation that can help you deal with contemporary educational and educational challenges. The publications have rich thematic literature that goes beyond Central Europe. The topic raised was not fully exhausted; this text is one of the components of the monograph being created, which will describe the overall profile of the animator and leisure time animation.

Animação sociocultural gerontológica com idosos frequentadores de centros de dia na região interior de Portugal

Buscou-se abordar a animação sociocultural como promotora da satisfação e qualidade de vida no processo de envelhecimento de 68 idosos, de cinco centros de dia rurais, na região de Castelo Branco (Portugal). Foi um estudo de metodologia qualitativa, longitudinal, descritivo, analítico e interpretativo, no ano de 2015. Nortearam-nos os seguintes objetivos: promover o nível de satisfação com atividades culturais; desenvolver relações de convivência e autoestima; melhorar o clima social. Foi utilizado como técnicas de recolha de dados as entrevistas e observações aos idosos, responsáveis e técnicos, para além da análise às variáveis sociodemográficas de caraterização dos sujeitos intervenientes. Aplicou-se aos idosos um programa de atividades de animação sociocultural para melhorar o estado de ânimo, as relações, a convivência e qualidade de vida. Compreendeu-se a realidade social analisando as necessidades e exigências dos idosos e promoveu-se a sua participação nas atividades. O programa foi autoavaliado pelos idosos e técnicas responsáveis dos centros. Os resultados demonstraram o que os estudos confirmam: a qualidade de vida aumenta à medida que os idosos realizam tarefas e atividades socioculturais periódicas de que gostam e são protagonistas. Houve uma melhoria na autoestima, na satisfação com a vida e no clima social e institucional, através da animação cultural.

Educación social y escuela en España. A propósito de la formación e inserción laboral

La Educación Social es una profesión reciente en el Estado español que está en construcción. A sus tres ámbitos de intervención tradicionales –Educación de Personas Adultas, Animación Sociocultural y Pedagogía del Ocio, y Educación Especializada–, se le han sumado otros ámbitos emergentes, como la escuela. En España, identificamos tres modelos diferentes seguidos en la incorporación de los/as educadores/as sociales en los centros escolares: a) educadores/as sociales adscritos de forma institucional, formando parte de los recursos humanos propios; b) educadores/as sociales pertenecientes a los Servicios Sociales municipales; y, c) proyectos liderados por educadores/as sociales, que se llevan a cabo en los centros escolares mediante entidades intermediarias, previa firma de un convenio con la administración autonómica educativa. Siendo una realidad la incorporación de la Educación Social a la escuela; aunque de forma dispar según las comunidades autónomas, nos plateamos, si la formación inicial que reciben los/as educadores/as sociales responde a las exigencias planteadas en la escuela en comunidades con tradiciones diferentes. Tras analizar los planes de estudio, los resultados indican que no se constatan diferencias en la formación y además esta formación responde a las exigencias de las convocatorias (temarios) así como a las funciones, con alguna adaptación necesaria. En consecuencia, la incorporación de la educación social en el ámbito escolar, fundamentalmente en educación secundaria existe, aunque permanece la necesidad de definir más precisamente el desempeño profesional (funciones), ampliar la plantilla haciéndola extensiva a más centros y continuar la reflexión acerca de una formación adecuada a las nuevas exigencias profesionales.

Początki i rozwój Animacji Społeczno-Kulturalnej w Polsce.

Początki i rozwój Animacji Społeczno-Kulturalnej w Polsce.

Los ámbitos de intervención de los profesionales de la Educación Social. Un estudio con mapas conceptuales multimedia / The areas of intervention of social education professionals. A study with multimedia conceptual maps

This article presents a diachronic study in which the conceptions of university students on the specific areas of Social Education through the elaboration of collaborative multimedia concept maps are analyzed. The sample consists of 321 students belonging to the Social Education and Dual Degree Social Education and Social Work Degree courses of the Universidad Pablo de Olavide, during the academic years 2014/15, 2015/16 and 2016/17. Through a qualitative methodology, through virtual ethnography and quantitative techniques with the use of questionnaires, we analyzed the intervention areas in Social Education and the most significant results were the following: drug addiction (16%), people with disabilities and mental health problems (13%), elderly (13%), and childhood (9%). Other areas that students have identified as being specific to Social Education are: immigration and adults (7%), adolescence (6%), gender violence (5%), socio-community care (4%), sociocultural animation and labor integration 3%), as well as judicial measures, social integration and exclusion (2%), homelessness, child violence, family mediation, education, street education, interculturality, or child violence (1%). In order to point out these concepts, multimedia conceptual maps have been elaborated which show fundamentaly through a vertical hierarchical arrangement.

Ontological Approach as Basic Educational Methodology in the System of Higher Professional Pedagogical Education

The modernization of the Russian education determines the directives in the education of the younger generation of basic national values in the socio-historical, cultural and family traditions of Russian multinational people. New aims of Russian education also determine the change of the methodological foundations of education, in which priority should be given to ontological methodological approach associated with the change in perception of the essentials of human. The ontological approach considers the human not only as a physical being and conscious, but, above all, spiritual. The article analyzes the possibility of the ontological approach as a core methodology in the system of higher professional teacher’s education based on training of teachers in the educational sphere of the Cossack pedagogy. The realization of ideas of Cossack pedagogy in terms of higher professional pedagogical education is considered. The use of such pedagogical approaches, arising from the methodological basis, involves student-centered, anticipating approach, pedagogical support, socio-cultural animation, openness and cooperation, creative approach.