The Helping Relationship As Educational Care: Structure, Approaches, Evaluation

In the school of inclusion, the helping relationship becomes a way of structuring a significant and reciprocal relationship. Putting yourself in the perspective of the other allows for complex learning and the development of new skills and cognitive styles. Within a similar perspective, the educator and the teacher present themselves as promoting and facilitating agents of scholastic and social inclusion processes, subsuming the individual conception within a vision of an educating community. The educational value of helping relationship practices emerges, aimed at developing a sense of empowerment in the individual in need. The essay then proceeds to analyze the structure of the helping relationship understood as educational care, identifying approaches and methods of evaluating the helping processes.