Prevention in primary school through the discursive paradigm

Abstract

Prevention in primary school is always atypical subject. This paper examines the different theoretical discourses at the primary, secondary, and tertiary prevention levels that reflect prevention approaches. Particular attention has been focused on the social pedagogical conceptualization of prevention in primary school, where indifference presents a special category that needs to be given more attention. The paper introduces different models of prevention in the school system, with a particular focus on early detection, selection criteria in schools that are often monitored only superficially, the importance of the pedagogical relationship and working with parents as well as what is needed for a school climate improvement. Further, the main premises of confrontational pedagogy are presented, as well as concrete prevention models, and a way of thinking that enables the finding of educational models for children who have difficulties without causing any harm to them or others.

Keywords

• confrontational pedagogy
• emotional and behavioral difficulties
• prevention
• social pedagogy