Advice, critical awareness and social commitment

Abstract

If psycho-pedagogical advice intends to improve the educational quality of educational centers it can not be focused only in interventions addressed to students who expressed special education needs. It has to necessarily incorporate proposals that emphasize attention to diversity in ordinary classrooms, in the team work of the teachers or in the cooperative work, to mention some. In this article we outline one of the many advising proposals that break the restricted conception of the advisory practice focused on the deficit. We present a project for the classroom which includes the presence of the teacher and the advisor, pretending in this case to strengthen the compromise of the students to their learning, the improvement in the school and the near environment. Such project breaks traditional methodology, it makes the students more competent socially and with more dialogical capacity, more participative, it prevents disruptive behaviors, the lack of interest in the school learning and makes it easier for all of the students to benefit from what is done in the ordinary classroom.