This presentation explores the role of pedagogy and educational counseling in the recovery process of individuals facing functional limitations due to orthopedic conditions. The discussion adopts an interdisciplinary perspective that integrates biopsychosocial and educational approaches to support individuals both in physical rehabilitation and in psychosocial adaptation to changing life circumstances. Emphasis is placed on the concept of recovery-oriented educationâan approach centered on healingâand on dialogical body pedagogy, which promotes a reflective and creative engagement with one's own corporeality.
The lecture highlights the need to strengthen the connection between health pedagogy and empirical research, advocating for the use of advanced methodological approaches that enhance the design and evaluation of educational and counseling interventions. It also calls for the development of educational models that go beyond knowledge transmission to actively support autonomy, self-regulation, and embodied self-awareness in individuals undergoing rehabilitation.
The addressed issues are situated within the broader frameworks of health and illness pedagogy, educational counseling in rehabilitation, somatic education, and body pedagogy. The theoretical and methodological insights presented may inform professional training programs for educational counselors, patient care coordinators, and health educators.
An important complement to the theoretical framework is an empirical component that demonstrates the practical effectiveness of the proposed educational and counseling perspective. Real-time data collected with digital tools reveal significant improvements in self-efficacy, agency, and life satisfaction among adolescents undergoing orthopedic rehabilitation, thereby contributing to the development of an intervention- and transformation-oriented pedagogy.