| Abstract [eng] |
Social pedagogue’s assistance to social risk children is a relevant, complex and difficult topic. The aim of this thesis is to achieve a better understanding of the assistance provided by a school social pedagogue to social risk children, analysing the cases where this assistance takes place and by highlighting its key characteristics. In this thesis, assistance provided by school social pedagogue to social risk children is analysed through phenomenological narrative approach. In this thesis, the narrative research is the main one, while phenomenological research is supporting it. Data has been collected from school social pedagogues during the empirical research phase, employing the method of unstructured in-depth interview. During the interview, the said social pedagogues told their stories of providing assistance to social risk children. Moreover, this phase also included collecting documents related to the activities of social pedagogues, their journals and stories submitted in writing. The combination of enriches the analysis of empirical data, because not only it helps to form a comprehensive view of the situation (narrative analysis), but it also enables a deeper look into the phenomenon subjected to the research (phenomenological analysis). Research introduced in this thesis reveals how a school social pedagogue aids social risk child, how it is organised, etc. This work contributes to the scientific knowledge by shedding more light on what kind of assistance is provided by a school social pedagogue to social risk children, analysing specific instances of such assistance and highlighting its key features. |
