The Space as a Didactic Element in the Processes of Socio-Educational Accompaniment with Adolescents

The purpose of this research is to analyze space as a key factor in learning the competence of personal autonomy in the processes of socio-educational accompaniment with adolescents, from the perspective of social educators and adolescents. We have carried out a case study in eight centers of the leisure facilities network of San Sebastian (Basque Country), in which adolescents (156), educators (16) and technicians (8) participated providing information through procedures of quantitative (questionnaires) and qualitative (observation, interviews, discussion groups, visual record ...). The categorical analysis of the information has been carried out in three phases (reduction, organization-categorization and interpretation) using the computer support Nvivo11. The data extracted from the questionnaires were processed using the SPSS software package v.25, performing various statistical analyzes: frequencies, measures of centralization and dispersion, correlation coefficients and contingency, comparison of means ...). The complementation and triangulation strategies used in the data analysis have achieved results that revolve around three dimensions: a) Objectives and competences, b) uses of the equipment and c) achievement of objectives. The most relevant results obtained show that the use of certain spaces (meeting, play.) contribute in a relevant way to the development of autonomy and personal initiative. The conclusions, in agreement with other state and international investigations, indicate that the didactic strategy of learning by spaces is appropriate for the acquisition of the basic competences in the adolescent collective; and it offers the educating agents in their professional work valid scenarios to develop accompaniment processes facilitating transitions of the adolescent collective.