Reparadores verso animadores

THE DEBATE IN FRANCE:
EDUCATOR SPECIALIZING VERSUS
SOCIOCULTURAL ANIMATOR
IRENE CORROTO, YOLANDA CULEBRAS Y LAURA GILI

1. INTRODUCCIÓN
This study, research aims to know the debate that has been generated in France, in relation to the
profession of special educator, front of the sociocultural animator profession, apparently often
cross their powers in time of social intervention.
But tounderstand how it creates and builds the dispute between the two professions sisters, have
to take a historic leap, knowing as causes the appearance of social education and its evolution
speeches that display integrates the debate on the need for social education, taking another step
repair going to follow the process.
Este estudio, tiene como objeto de investigación conocer el debate que seha generado en
Francia, en relación a la profesión del educador especializado frente a la profesión del animador
sociocultural, que al parecer suelen cruzarse sus competencias en el momento de realizar la
intervención social.
Pero para poder comprender como se genera y construye dicha disputa entre las dos profesiones
hermanas, hay que dar un salto histórico, conociendo como se origina laaparición de la educación
social, y como su evolución integra discursos que visualizan el debate sobre la necesidad de que
la educación social, dando un paso más pasando de la reparación al acompañamiento del
proceso.

2. LA EDUCACIÓN SOCIAL, ORÍGENES DE POST-GUERRA
You can find contradictions between the authors to define the beginning of the social profession, as
we place him on the transferof the nineteenth and twentieth, and the other situated centuries ago.
Notwithstanding this setback relevant historical, is the time of entering into the social educator
profession, which places us at the end of World War II, with the economic and social situation to be
found. Thus, in France and in French-speaking countries, such as Switzerland and Belgium, are
the countries whereprofessional models begin to emerge that are dedicated to making, in a way,
an intervention with a social benefit, that ended up spread throughout the rest of Europe.
This is how will be converted and will create careers that converge in the figure of the special
educator. A number of authors agree on what the first educators come from the ranks of Scouting
and other leisure movements. While we foundprofessionals have previously worked in various

boarding schools and reformatories for juveniles or in special centers for people with disabilities,
specify that they had adequate training or a vocation too sure about their work.
In fact, the first step of these early educators were a cross between monitoring corrective teaching
and animation techniques learned from the Father of Scouting,Baden Powell. These early
educators were among young people fleeing the Compulsory Labor Service in Germany and
signed up as Monitors-Educators Supervised Education serving in neighboring France. These new
educators, land on a framework prison excessively yet, but start with new ideas. They start the
game, of jointly identifying the needs of children and their participation in the running of thecolony
(Bourquin, 1984-1985).
The key was the publication of the 1945 Act (the end of World War II) on minors, because with the
end of World War II the number of orphans and homeless youth that cross France is very
important.
The emergence of this law must be understood as a form of response to thousands of teenagers
and children orphans, war victims, who roamed the length and breadth of thecountry.
Educators of the time are based on ideas like the servility, the pioneer spirit, generosity,
enthusiasm, adventure, the fact of living with children, etc.. These educators are not too aware of
carrying out a professional task and live it more like being the "service maladjusted children." Later,
after the years of youth, let this work and will be devoted to a real job (until then...