ResuméMed skolereformen fra 2014 har pædagoger fået en ny rolle i skolen, hvor de bl.a. varetager ”understøttende undervisning”. Det er dog stadig ikke helt klart, hvad pædagoger kan bidrage med i skolen, og hvordan deres bidrag forholder sig til lærernes. Med denne artikel præsenterer vi, med udgangspunkt i et almenpædagogisk perspektiv, et mere udfoldet bud på, hvad pædagoger kan bidrage med i skolen, og særligt hvordan de kan bidrage til at mindske marginalisering af børn. Vi argumenterer for, at pædagoger frem for at benytte sig af tydeligt instruerede aktiviteter, der minder om lærernes undervisning, med fordel kan benytte sig af arrangementet som en pædagogisk handlingsform, hvor den pædagogiske intention bevidst holdes svag for børnene. Hermed kan pædagoger bruge deres pædagogiske faglighed til at fremme børns medvirken i egne lærings- og dannelsesprocesser samt mindske marginalisering i skole og SFO.
AbstractThe Danish school reform (2014) has given pedagogues (social educators) a new role in primary schools, where they among other things provide "supportive teaching". However, it is still not quite clear how pedagogues contribute and how their contribution relates to that of the teachers. Based on a general pedagogical theoretical perspective, we propose a more detailed description of pedagogues’ contribution in the school context, with a particular focus on reducing marginalization of children. We argue that pedagogues, rather than using clearly instructed activities similar to teachers' lessons, should make use of ”the pedagogical arrangement” as a form of action, in which the pedagogues’ intention is deliberately kept subtle. In this way, pedagogues may use their pedagogical expertise to promote children's involvement in their own learning and Bildung processes and to reduce marginalization in schools and school-based leisure time facilities.
Diagnosing, special education, and ‘learnification’ in Danish schools
