| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 640.13 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente trabalho corresponde ao Relatório de uma investigação conducente à obtenção do grau de Mestre em Ciências da Educação, especialização em Pedagogia Social. O estudo em causa aborda a relação entre cultura escolar e pedagogia social, tendo como referência concreta a formação pessoal e social do Professor de Educação Física (FPS). Do ponto de vista teórico, o estudo enquadra−se na Pedagogia Social, reconhecida como ciência da educação referente aos processos de educação e formação ao longo da vida, desenvolvidos numa perspetiva de solidariedade social. Para tal, recorreu−se a autores de destaque, no plano nacional e internacional, bem como às orientações produzidas pelas entidades oficiais do setor. Do ponto de vista empírico, optou−se por um estudo de caso enquadrado pelo paradigma interpretativo. Os dados recolhidos e analisados permitiram concluir sobre a relevância da formação pessoal e social dos Professores de Educação Física, reforçando assim a convicção de partida e sugerindo a necessidade de aposta em programas de formação docente que valorizem a articulação entre a educação escolar e a pedagogia social.
The present work corresponds to the Report of an investigation leading to a Master's degree in Educational Sciences − Social Pedagogy. The study in question addresses the relationship between school culture and social pedagogy, having as a concrete reference the personal and social training of the Physical Education Teacher (FPS). From a theoretical point of view, the study fits into the Social Pedagogy, recognized as an educational science related to the processes of education and training throughout life, developed in a perspective of social solidarity. To this end, prominent authors were used, both nationally and internationally, as well as the guidelines produced by official entities in the sector. From an empirical point of view, we opted for a case study, framed by the interpretive paradigm. The collected and analyzed data allowed us to conclude about the relevance of the personal and social training of Physical Education Teachers, thus reinforcing the starting conviction and suggesting the need to invest in teacher training programs that value the articulation between school education and social pedagogy.
The present work corresponds to the Report of an investigation leading to a Master's degree in Educational Sciences − Social Pedagogy. The study in question addresses the relationship between school culture and social pedagogy, having as a concrete reference the personal and social training of the Physical Education Teacher (FPS). From a theoretical point of view, the study fits into the Social Pedagogy, recognized as an educational science related to the processes of education and training throughout life, developed in a perspective of social solidarity. To this end, prominent authors were used, both nationally and internationally, as well as the guidelines produced by official entities in the sector. From an empirical point of view, we opted for a case study, framed by the interpretive paradigm. The collected and analyzed data allowed us to conclude about the relevance of the personal and social training of Physical Education Teachers, thus reinforcing the starting conviction and suggesting the need to invest in teacher training programs that value the articulation between school education and social pedagogy.
Description
Keywords
Cultura escolar Pedagogia social Formação pessoal e social Educação física Culture Social pedagogy Personal and social training Physical education