| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.12 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente trabalho corresponde ao relatório de uma investigação conducente à obtenção do grau de Doutoramento em Ciências da Educação. O estudo em causa aborda a relação entre formação contínua e ethos profissional, tendo por referência o caso dos Educadores Sociais Portugueses.
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 o efeito, recorreu-se a autores de destaque, no plano nacional e internacional, bem como às orientações produzidas pelas entidades oficiais, designadamente, no âmbito das Associações Socioprofissionais do setor.
Do ponto de vista empírico, optou-se por um estudo enquadrado pelo paradigma interpretativo, tendo por base o recurso à pesquisa documental e à inquirição de atores, feita através de entrevista aberta e de focus group. No essencial, e tal como surge exposto, os dados recolhidos e analisados permitiram fundamentar a convicção de que a formação contínua desempenha um papel crucial na afirmação de um ethos profissional autónomo e reflexivo, possibilitando assim o desenvolvimento profissional dos Educadores Sociais, equacionado tanto no plano individual como coletivo.
The present work measures up the report of an investigation leading to the PhD degree in Educational Sciences. The study concerns the relationship between continuing education and professional ethos, with reference to the case of the Portuguese Social Educators. From a theoretical point of view the study is part of the Social Pedagogy recognized as a science of education related to the processes of education and lifelong learning, developed in a perspective of social solidarity, using for that purpose prominent nationally and internationally authors as well as the guidelines produced by the official entities, namely in the framework of the Socioprofessionals Associations. From the empirical point of view, we chose for a study framed by the interpretive paradigm, based on the use of documentary research and the interview of actors, done through an open interview and focus group. In essence, and as shown, the data collected and analyzed allowed us to base the conviction that continuing education plays a crucial role in affirming an autonomous and reflexive professional ethos, thus enabling the professional development of social educators, both individually and collective
The present work measures up the report of an investigation leading to the PhD degree in Educational Sciences. The study concerns the relationship between continuing education and professional ethos, with reference to the case of the Portuguese Social Educators. From a theoretical point of view the study is part of the Social Pedagogy recognized as a science of education related to the processes of education and lifelong learning, developed in a perspective of social solidarity, using for that purpose prominent nationally and internationally authors as well as the guidelines produced by the official entities, namely in the framework of the Socioprofessionals Associations. From the empirical point of view, we chose for a study framed by the interpretive paradigm, based on the use of documentary research and the interview of actors, done through an open interview and focus group. In essence, and as shown, the data collected and analyzed allowed us to base the conviction that continuing education plays a crucial role in affirming an autonomous and reflexive professional ethos, thus enabling the professional development of social educators, both individually and collective
Description
Keywords
Pedagogia social Educação social Formação contínua Ethos profissional Social pedagogy Social education Continuing education Professional ethos Social educators