Salesian pedagogy of accompaniment in the social rehabilitation of minors

Research objectives (aims) and problem(s): The aim of this article is to explore whether, and to what extent, the literature on the social rehabilitation of minors in the Salesian context addresses the issue of pedagogical accompaniment and to consider the direction which this accompaniment should take. The author seeks to answer three main questions: To what extent does the analysis of relevant literature and Salesian practice in social rehabilitation justify the use of the concept of the pedagogy of accompaniment in the context of social rehabilitation in the spirit of Don Bosco? How can this potential concept of accompaniment be understood? If the Preventive System of Don Bosco contains theoretical suggestions related to the concept of a pedagogy of accompaniment, what direction should this accompaniment take, and what dimensions of education and social rehabilitation should it emphasize? Research methods: This article is theoretical in nature and is based on a literature analysis. Process of argumentation: The article is structured as follows: The concept of “accompaniment” in the context of education within the Salesian Preventive System; The direction of accompaniment for socially maladjusted pupils/minors. Research findings and their impact on the development of educational sciences: The key findings are as follows: The literature on social rehabilitation in the spirit of Don Bosco’s Preventive System supports the existence of a pedagogy of accompaniment in the Salesian tradition. In the Salesian spirit, accompanying socially maladjusted youth involves, above all, supporting the development of their identity. Salesian accompaniment also includes helping young people discover pedagogical love and building master–pupil relationships. The essence of educational accompaniment lies in personal contact between educator and pupil—such a relationship allows educators to reach the heart of the young person Salesian accompaniment aims to orient youth toward authority figures and support the discovery of personal values and faith, which in turn could translate into the formation of the minor’s sense of values and ethical outlook. In the context of social rehabilitation, accompanying minors in the spirit of Don Bosco also means being physically and actively present among the youth in creative, inspiring, and motivating ways (Salesian assistance). Conclusions and/or recommendations: Viewing socially maladjusted minors through the lens of a pedagogy of accompaniment has pedagogical implications: young people become the main protagonists of their own education: the prime movers and dynamic agents. Salesian accompaniment requires paying close attention to young people during various activities (sports, theater, school) and to their individual abilities, inclinations, talents, and character traits. In the Salesian context, such accompaniment may be expressed using the Jesuit/Ignatian concept of cura personalis.