Rethinking the role of the counselor: A review from the margins

Abstract

Spanish current bibliography on school adviser has fixed a professional identity centered on the following characteristics: roles, knowledge, strategies, training and results of his/her actions. From this starting point, the thesis of this paper is that these areas of interest are linked, on the one hand, to the disciplinary foundations (from psychology and pedagogy) that guide the assumptions of what the adviser should be; and, on the other hand, these foundations represent the adviser’s identity from a modern approach. To exemplify this analysis three dominant trends on adviser’s identity are explored. In contrast, some scenes of practical work are reviewed in order to contribute to build an alternative narrative not only on these educational figures but on the school institution.