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Advisor(s)
Abstract(s)
Este Sumário Executivo refere-se ao Relatório Reflexivo elaborado no âmbito
do curso do Mestrado em Ciências da Educação, especialização em Pedagogia Social,
da Faculdade de Educação e Psicologia da Universidade Católica Portuguesa (FEPUCP).
O documento em referência centra-se na análise das experiências consideradas
mais relevantes numa perspetiva de desenvolvimento profissional, com especial
destaque para o período entre 2001 e 2012 e tendo por base uma reflexão crítica sobre a
nossa atividade enquanto técnico de ação socioeducativa com responsabilidades de
coordenação pedagógica.
No seguimento do percurso académico iniciado aquando da frequência do
programa curricular do curso de Mestrado em Ciências da Educação, especialização em
Pedagogia Social da FEP-UCP (concluído no ano 2006), em termos de abordagem
conceptual e metodológica recorremos ao quadro teórico desta área disciplinar, tentando
fundamentar um conjunto de desafios de reflexão-ação no âmbito de uma racionalidade
sociopedagógica. Enquanto ciência da educação que enquadra a práxis socioeducativa
na pluralidade das suas dimensões, a Pedagogia Social fornece-nos ferramentas teóricas
especialmente ricas quando se trata de procurar significados para a realidade
socioeducativa, potenciando esquemas de reflexão conducentes a uma sabedoria prática.
O Relatório começa com uma introdução de carácter global, encontrando-se
estruturado em duas partes fundamentais. A primeira parte relata as etapas principais do
nosso percurso profissional, valorizado como caminho em aberto. Essas etapas
correspondem à formação inicial, à entrada na vida profissional e, por último, à
coordenação e gestão de projetos sociocomunitários. A nossa primeira experiência
profissional na área da educação escolar (docência no ensino Básico e Secundário)
levou-nos ao contacto com as temáticas relativas aos modos de vivência juvenil na
sociedade atual, mas foi sobretudo com a entrada na vida profissional no âmbito do
trabalho social que nos confrontámos com contextos de fragilidade humana e com os
fenómenos, visíveis e invisíveis, da exclusão social. Este processo de consciencialização
profissional converge para a atividade de coordenação e gestão de projetos
sociocomunitários, exercida atualmente.
Neste sentido, a segunda parte do Relatório centra-se fundamentalmente nesta
última etapa de vida profissional, tentando evidenciar os desafios que nos são colocados no âmbito da dinamização de iniciativas sociopedagógicas e da coordenação de equipas
multiprofissionais num quadro de trabalho em rede entre diferentes atores sociais. Um
trabalho deste tipo requer mentalidades abertas e cooperantes que ajudem a suportar
comportamentos consonantes com valores profissionais e sociais de elevada exigência
ética. As questões éticas ocupam assim um lugar fundamental na nossa reflexão,
considerando que elas atravessam transversalmente todas as dimensões da intervenção
socioeducativa, começando pelas competências dos próprios técnicos.
O universo empírico que nos serve de referência diz respeito ao Projeto Raiz, um
projeto de intervenção sociocomunitária de promoção social das crianças, jovens e
famílias dos bairros de habitação social de Ramalde e das Campinas, concelho do Porto.
O Projeto Raiz é financiado pelo Programa Escolhas, um programa governamental de
financiamento de projetos de intervenção social local que visa promover a inclusão
social de crianças e jovens provenientes de contextos socioeconómicos vulneráveis,
privilegiando um tipo de intervenção territorial desenhada numa lógica de constituição
de redes de parcerias, designadamente de consórcios de instituições locais.
O consórcio do Projeto Raiz é liderado pelo Colégio de Nossa Senhora do
Rosário (CNSR) e integrado pelas instituições locais mais relevantes da comunidade de
Ramalde, nomeadamente, a Junta de Freguesia de Ramalde, o Agrupamento de Escolas
do Viso, a Paróquia de Ramalde, a Associação de Solidariedade e Ação Social de
Ramalde, a Associação Católica Internacional ao Serviço da Juventude Feminina, a
Obra do Frei Gil – Porto e a Faculdade de Educação e Psicologia da Universidade
Católica Portuguesa, Porto. Estamos, pois, perante uma dinâmica de parceria social
particularmente significativa. Neste contexto, cabe ao diretor técnico estabelecer as
mediações necessárias entre o Consórcio, as equipas de trabalho e os destinatários da
intervenção, neste caso crianças e jovens em situação de risco ou vulnerabilidade e
respetivas famílias.
Conforme surge explicitado, a parceria com a FEP-UCP permitiu que, a par das
funções de diretor técnico do Projeto Raiz e, nessa qualidade, beneficiário de uma
supervisão sociopedagógica de carácter académico, viéssemos também a assumir
progressivamente responsabilidades como colaborador permanente da área de
Pedagogia Social sob a orientação do Professor Doutor Joaquim Azevedo e da
Professora Doutora Isabel Baptista, designadamente ao nível de iniciativas de mediação
social e dos projetos de formação contínua dirigidos aos agentes de intervenção
socioeducativa. O trabalho desenvolvido no âmbito desta participação académica (2005-2012)
permitiu o apuramento de competências específicas e de cunho sociopedagógico que se
revelaram de importância crucial ao nível de uma intervenção técnico-profissional cada
vez mais qualificada. Com efeito, a nossa inserção na pequena equipa de Pedagogia
Social da FEP-UCP propiciou-nos experiências de comunidade interprofissional
extremamente valiosas, permitindo-nos refletir e atuar em conjunto com colegas
professores, educadores de infância, educadores sociais, sacerdotes, animadores
socioculturais, técnicos de serviço social e outros.
Consideramos assim que esta oportunidade constitui, de facto, um verdadeiro
desafio de formação-ação, conforme surge destacado nas considerações finais que
rematam este Relatório.
The present Executive Summary concerns the Reflexive Report produced by the Master’s degree in Education Sciences – Social Pedagogy specialty – of the Faculty of Education and Psychology of the Portuguese Catholic University (FEP-UCP). The present document concerns the experiences considered the most relevant in a professional development perspective, with a special focus in the period between 2001 and 2012, and anchored in a critical reflection over our own activities while socioeducational technicians with pedagogical coordination responsibilities. Following an academic path initiated with the frequency of the curricular program of the Master’s in Educational Sciences – Social Pedagogy specialty – of the FEP-UCP (concluded in 2006), in terms of conceptual and methodological approach we will draw from the theoretical literature of this disciplinary area, trying to set the challenges of the reflection-action within the scope of the socio-pedagogical rationale. As an educational science which frames socio-educational praxis in its plural dimensions, Social Pedagogy provides us with extra valuable theoretical tools when it comes to seek meanings for socio-educational reality, valuing reflection schemes conducting to practical knowledge. The Report initiates with a global introduction, being later structured into two fundamental parts. The first part concerns the main stages of our professional path, valued as an open one. These stages correspond to the initial training, to the entrance in professional life and, at last, the coordination and management of social and community projects. Our first professional experience in schooling (teaching in Basic and High schools) lead us to come to terms with themes regarding youth living practices in present day society, but it was mainly with the entrance in the social work profession that we confronted ourselves with contexts of human frailty and with the phenomena – both visible and unseen – of social exclusion. This process of obtaining professional conscience later converges to the activity of project coordination and management presently being conducted. In this sense, the second part of the Report centres especially in this last stage of our professional path, trying to put into evidence the challenges presented to us while stimulating socio-pedagogical initiatives and while coordinating multi-professional teams and networks of social actors. To perform socio-pedagogical activities in network require an open and cooperating mind, and a behaviour framed by highly ethical professional and social values. Ethical questions thus play a key-role in our reflection, considering that they cross through all the socio-educational intervention dimensions, starting with the skills of technicians themselves. The empirical universe that serves as reference to us concerns the Raiz Project, a social and community intervention project for the social promotion of children, youths and families from the social housing neighbourhoods of Ramalde and Campinas, in the parish of Ramalde, district of Porto. The Raiz Project in funded by Escolhas Program, a governmental program funding social intervention projects which promote the social inclusion of children and youths from vulnerable socio-economical contexts, valuing a model of territorial intervention conceived in a logic of partnership constitution, namely consortiums with local institutions. In this sense, the Raiz Project consortium is led by Nossa Senhora do Rosário College (CNSR), and integrated by the most relevant local institutions of the community of Ramalde, namely the Ramalde Parish Council, the Viso Schools Cluster, the Parish of Ramalde, the Solidarity and Social Action Association of Ramalde, the International Catholic Association of the Feminine Youth, the Frei Gil Foundation in Porto and the Faculty of Education and Psychology of the Portuguese Catholic University, in Porto. This partnership with the FEP-UCP allowed us to, hand-in-hand with the function of technical director of Raiz Project – and, in that quality, beneficiary of academic socio-pedagogical supervision – progressively assume responsibilities as a permanent collaborator in the area of Social Pedagogy under the guidance of Professor Doctor Joaquim Azevedo and Professor Doctor Isabel Baptista, namely at the level of social mediation and of continuous formation projects for agents of socio-educational intervention. Work conducted amidst this academic participation (2005-2012) allowed for the clearance of specific socio-pedagogical skills which revealed themselves as being highly important for an increasingly qualified technical-professional intervention. As a matter of fact, our participation in the small team of Social Pedagogy of FEP-UCP provide us with extremely valuable inter-professional community experiences, which also allowed us to think and act together with fellow teachers, childhood educators, social educators, priests, socio-cultural animators, and social service technicians amidst others. This opportunity constitutes, in fact, a real formation-action challenge, as we highlight in the final considerations of this Report.
The present Executive Summary concerns the Reflexive Report produced by the Master’s degree in Education Sciences – Social Pedagogy specialty – of the Faculty of Education and Psychology of the Portuguese Catholic University (FEP-UCP). The present document concerns the experiences considered the most relevant in a professional development perspective, with a special focus in the period between 2001 and 2012, and anchored in a critical reflection over our own activities while socioeducational technicians with pedagogical coordination responsibilities. Following an academic path initiated with the frequency of the curricular program of the Master’s in Educational Sciences – Social Pedagogy specialty – of the FEP-UCP (concluded in 2006), in terms of conceptual and methodological approach we will draw from the theoretical literature of this disciplinary area, trying to set the challenges of the reflection-action within the scope of the socio-pedagogical rationale. As an educational science which frames socio-educational praxis in its plural dimensions, Social Pedagogy provides us with extra valuable theoretical tools when it comes to seek meanings for socio-educational reality, valuing reflection schemes conducting to practical knowledge. The Report initiates with a global introduction, being later structured into two fundamental parts. The first part concerns the main stages of our professional path, valued as an open one. These stages correspond to the initial training, to the entrance in professional life and, at last, the coordination and management of social and community projects. Our first professional experience in schooling (teaching in Basic and High schools) lead us to come to terms with themes regarding youth living practices in present day society, but it was mainly with the entrance in the social work profession that we confronted ourselves with contexts of human frailty and with the phenomena – both visible and unseen – of social exclusion. This process of obtaining professional conscience later converges to the activity of project coordination and management presently being conducted. In this sense, the second part of the Report centres especially in this last stage of our professional path, trying to put into evidence the challenges presented to us while stimulating socio-pedagogical initiatives and while coordinating multi-professional teams and networks of social actors. To perform socio-pedagogical activities in network require an open and cooperating mind, and a behaviour framed by highly ethical professional and social values. Ethical questions thus play a key-role in our reflection, considering that they cross through all the socio-educational intervention dimensions, starting with the skills of technicians themselves. The empirical universe that serves as reference to us concerns the Raiz Project, a social and community intervention project for the social promotion of children, youths and families from the social housing neighbourhoods of Ramalde and Campinas, in the parish of Ramalde, district of Porto. The Raiz Project in funded by Escolhas Program, a governmental program funding social intervention projects which promote the social inclusion of children and youths from vulnerable socio-economical contexts, valuing a model of territorial intervention conceived in a logic of partnership constitution, namely consortiums with local institutions. In this sense, the Raiz Project consortium is led by Nossa Senhora do Rosário College (CNSR), and integrated by the most relevant local institutions of the community of Ramalde, namely the Ramalde Parish Council, the Viso Schools Cluster, the Parish of Ramalde, the Solidarity and Social Action Association of Ramalde, the International Catholic Association of the Feminine Youth, the Frei Gil Foundation in Porto and the Faculty of Education and Psychology of the Portuguese Catholic University, in Porto. This partnership with the FEP-UCP allowed us to, hand-in-hand with the function of technical director of Raiz Project – and, in that quality, beneficiary of academic socio-pedagogical supervision – progressively assume responsibilities as a permanent collaborator in the area of Social Pedagogy under the guidance of Professor Doctor Joaquim Azevedo and Professor Doctor Isabel Baptista, namely at the level of social mediation and of continuous formation projects for agents of socio-educational intervention. Work conducted amidst this academic participation (2005-2012) allowed for the clearance of specific socio-pedagogical skills which revealed themselves as being highly important for an increasingly qualified technical-professional intervention. As a matter of fact, our participation in the small team of Social Pedagogy of FEP-UCP provide us with extremely valuable inter-professional community experiences, which also allowed us to think and act together with fellow teachers, childhood educators, social educators, priests, socio-cultural animators, and social service technicians amidst others. This opportunity constitutes, in fact, a real formation-action challenge, as we highlight in the final considerations of this Report.