SOCIO-EDUCATIONAL PRACTICES IN EDUCATIONAL INSTITUTIONS IN KRAKOW IN THE LATE 19TH AND EARLY 20TH CENTURIES: EXPERIENCE WORKING WITH CHILDREN IN CONDITIONS OF SOCIAL RISK

Abstract

The purpose of the article is to conduct a historical and pedagogical analysis of social and educational practices in children’s institutions in Kraków at the turn of the 19th and 20th centuries, within the context of the social challenges and pedagogical ideas of the era. Particular attention is given to the influence of Christian ethics, work-based education, the role of the clergy, and societal transformations on the formation of educational models within these institutions. To achieve this objective, an interdisciplinary approach was employed, integrating historical-pedagogical, socio-cultural, hermeneutic, and local (regional) perspectives.Notably, the case of Pawlikowice is examined as part of Kraków’s broader social-educational space, due to its geographical proximity and administrative affiliation with the Kraków region. Within these frameworks, the study applies methods such as content analysis of primary sources, the comparative-historical method, and the method of historical reconstruction. The research findings reveal that the socio-educational practices in Kraków’s child welfare institutions combined ethical, labor-oriented, and disciplinary elements in the upbringing of children in difficult life circumstances. The research substantiates the emergence of a unique educational model for working with homeless children, based on three core components: moral and religious guidance, engagement in labor as a means of resocialization, and the gradual institutionalization of care, supported by municipal authorities and the Church. The study also analyzes two typologically distinct institutions, which allowed for the identification of both shared features in their educational strategies and specific differences in pedagogical approaches, resocialization methods, and organizational structures. Despite differences in leadership and ideological foundations, both institutions fulfilled similar roles in promoting the moral, labor, and social development of children. Conclusions. The study demonstrated that the socio-educational practices implemented in child care institutions in Kraków at the turn of the 19th and 20th centuries emerged as a response to the social risks of the time, including poverty, orphanhood, homelessness, and juvenile delinquency. The key components of educational work included labor involvement, an individualized approach, participation in the institutional community, and the development of self-education skills. The identified principles and practices represent a valuable source of historical and pedagogical experience and may be critically reconsidered for use in contemporary socio-pedagogical work with children at social risk.