[en] Since the 1950s, animal-assisted intervention (AAI) has been used to co-help in the psychological treatment of patients. Given the benefits generated in people, this practice, known as animal-assisted therapy (AAT), has nowadays been extended to other areas, such as animal-assisted education (AAE). Although there are numerous examples of the use of AAT as specific interventions for the resolution of specific problems, its use cannot be considered to be generalised. In particular, it is rare to find a framework of application in which AAT pedagogical programmes are developed that coexist with school projects in a stable manner over time. The aim of this Final Degree Project is to describe the problems associated with the introduction of a complete AAE pedagogical programme, as well as to make known the potential of the animal-educatee relationship as a pedagogical tool to facilitate the development of Bisquerra's (2009) emotional competences referenced in the Heiziberri 2020 programme. The implementation of an innovative pedagogical approach requires knowledge of both the expectations and the needs and expectations existing in the possible field of application. This evaluation is carried out on the reality of AAE in early childhood education institutions in Vitoria-Gasteiz. The compilation of the experiences of the main experts in the field of AAE in Spain carried out in the study leads to the presentation of a proposal for a methodology or structured process for the introduction of AAE, the purpose of which is to facilitate the detection and systematic resolution of the problems inherent in the introduction of this innovative tool. The motivation of a proposal of AAE pedagogical intervention presents the introduction of the animal in the classroom as a motivating element and third neutral mediator for the development of emotional competences, through the transitional quality of the object of attachment, Bowlby (1977), Winicott (1994) that is deposited on the animal that co-helps in the educational programme, triggering the secondary model of buffering described in the theory of social mediation (Barrón, 1996; Cohen and Wills, 1985; Cohen and cols, 2000; Gracia and cols, 1995, 2002; Rodriguez, 2001).

[eu] Joan den mendeko berrogeita hamarreko hamarkadatik, animaliekin lagundutako esku-hartzea (IAA) erabiltzen hasi zen, pazienteen tratamendu psikologikoari laguntzeko. Pertsonengan sortutako onurak direla eta, praktika hori, animaliekin lagundutako terapia (AAA) bezala ezagutzen dena, gaur egun beste eremu batzuetara zabaldu da, animaliekin lagundutako hezkuntzara adibidez (EAA). EAA problematika espezifikoak konpontzeko esku-hartze puntual gisa erabiltzearen adibide ugari dauden arren, erabilera hori ezin da orokortutzat jo. Bereziki, ez da oso ohikoa EAA programa pedagogikoak garatzea, eskolen proiektuekin modu egonkorrean bat egiten dutenak. Gradu Amaierako Lan honen helburua EAA programa pedagogiko oso bat sartzeari lotutako problematika deskribatzea da, bai eta animalia-hezkuntza harremanaren potentzialtasuna ezagutaraztea ere, Heiziberri 2020 programan aipatutako Bisquerraren (2009) konpetentzia emozionalen garapena errazteko tresna pedagogiko gisa. Ikuspegi pedagogiko berritzaile bat praktikan jartzeko, beharrezkoa da jakitea zer behar eta itxaropen dauden aplikazio-eremu posiblean. Ebaluazio hori Gasteizko haurhezkuntzako erakundeetako EAAko errealitateari buruz egiten da. Era berean, Espainiako estatuko IAAren esparruko aditu nagusien esperientziak biltzen dituen azterlana egin da, eta, horren ondorioz, EAA sartzeko metodologiaren edo prozesu egituratuaren proposamen bat aurkezten da. Proposamen horren helburua tresna berritzaile hau sartzeak berekin dakarren problematika hautematea eta sistematikoki ebaztea da. EAA esku-hartze pedagogikorako proposamen baten motibazioak aurkezten du animalia ikasgeletan sartu izana konpetentzia emozionalak garatzeko elementu motibatzaile eta hirugarren bitartekari neutral gisa, atxikimendu-objektuaren ezaugarri trantsizionalaren bidez, Bowlby (1977), Winicott (1994), zeina hezkuntza-programan laguntzen duen animaliaren gainean uzten baita, teorian deskribatutako bigarren mailako moteltze-eredua sortuz. Cohen eta Cols, 2000; Gracia eta Cols., 1995, 2002; Rodríguez, 2001).