Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.14/18834
Título: Educação e desenvolvimento sociocomunitário pela voz de elementos-chave da comunidade
Autor: Martins, Sofia Oliveira
Azevedo, Joaquim
Palavras-chave: Education
Development
Professional schools
Mozambique
Data: 2015
Citação: MARTINS, Sofia Oliveira; AZEVEDO, Joaquim - Educação e desenvolvimento sociocomunitário pela voz de elementos-chave da comunidade. In I Seminário Internacional “Educação, Territórios e Desenvolvimento Humano”, Porto, Portugal, 23-24 Julho 2015. MACHADO, Joaquim (coord.) - Educação, Territórios e Desenvolvimento Humano: Atas do I Seminário Internacional. Porto: Universidade Católica Portuguesa. Faculdade de Educação e Psicologia, 2015. ISBN 978-989-99486-0-0. Vol. II – Comunicações Livres. p. 167-179
Resumo: Development has been one of the most important and controversial concepts in Social Sciences (Amaro, 2003). It promoted many theoretical approaches, from its correspondence with economic growth, to its association with the freedom/opportunity of each person to reach the well-being and potentiate its capabilities. The equation education/development has been broadly studied as well, and despite the different analysis mind-sets, is has been relatively consensual the existence of a virtuous cycle between these two elements (Alves, Centeno e Novo, 2010; Ambrósio, 2003; Azevedo, 1994; Cabugueira, 2002; Caleiro, 2009; Carvalho, 2006; Correia, 2008; Cremin e Nakabugo, 2012; Lopes, 2006; OECD/UNESCO, 2002; UNESCO, 2009). However, other studies contradict the existence of a positive direct effect of education in the development (Azevedo, 1996; Cabugueira, 2002; Cardoso, 2011; Cremin e Nakabugo, 2012; Flores-Crespo, 2007). Some even claim (Cardoso, 2011) that education may hinder the development, if in the education some fundamental assumptions are disregarded. Aiming to shed further light on this education/development equation, this study focus on the Professional Schools of Mozambique and in its communitarian contexts. Therefore, within 10 weeks of field work, were interviewed more than 200 social players of 10 schools/communities spread throughout the country, including young graduates and their relatives, key-elements in the community, teachers and school principals. The goal was to understand in which way these schools are inducing social alterations, promoting the development of the capabilities of the youths and the communities, to fulfil the socioprofessional expectations of the students and to promote their sociocommunitarian insertion, to mobilize the community and to contribute to the well-being of the inhabitants. The methodology used was qualitative and included focus groups, questionnaires, individual interviews and naturalist observation. In this paper we want to address 5 different schools/communities, rural and urban, public and private, by analysing the content of semistructured interviews to 25 privileged players, among which communitary leaders, businessmens and presidents of the school council.
Peer review: yes
URI: http://hdl.handle.net/10400.14/18834
Versão do Editor: http://www.porto.ucp.pt/external/kai/ATAS_VOL_II.pdf
Aparece nas colecções:FEP - Artigos em actas / Papers in proceedings

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