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Abstract(s)
Este trabalho apresenta resultados de uma investigação sobre “Ética e Formação Inicial de Educadores Sociais – o caso português”, realizada no âmbito do programa de doutoramento em ciências da educação, tendo sido elaborado por artigos, em conformidade com o Regulamento da FEP/UCP. Nesse sentido, encontra-se organizado em três partes, cada uma delas referente a um artigo submetido e/ou publicado, respeitantes, respetivamente, a três momentos do nosso estudo. A Educação Social corresponde a uma área de conhecimento e de ação inserida no campo epistemológico da Pedagogia Social, enquanto ciência da educação referente aos processos de formação ao longo da vida, desenvolvida numa perspetiva de inclusão e solidariedade social (Carvalho & Baptista, 2004). Dentro deste campo pedagógico-educacional, a Educação Social define-se pela intervenção prioritária especializada às pessoas e grupos humanos vulneráveis, concretizada por profissionais devidamente qualificados, os educadores sociais. Ou seja, estamos perante necessidades de formação e qualificação profissional particularmente exigentes, onde as questões éticas ocupam um lugar primordial. Neste pressuposto, quisemos perceber qual o lugar da Ética na formação inicial dos educadores sociais portugueses, tendo por base o mapeamento das instituições de Ensino Superior, com oferta formativa na área da Educação Social. Para responder a esta questão central de estudo, optou-se por um processo de revisão bibliográfica assente em três núcleos teóricos essenciais, Pedagogia Social-Educação Social e Ética Educacional recorrendo, sobretudo, ao pensamento dos autores nacionais, adotando uma visão triádica da ética, simultaneamente teleológica, deontológica e pragmática. Ainda neste contexto, procedeu-se à contextualização histórica e normativa relativa à formação inicial em Educação Social no nosso país. Do ponto de vista empírico, optou-se por uma estratégia de desenvolvimento enquadrada por uma abordagem de caráter qualitativo, com recurso à consulta documental e inquirição direta de atores, feita através de grupo de discussão focalizada. Esta estratégia permitiu-nos responder a três objetivos operacionais fundamentais, referentes às três dimensões de ética consideradas, sendo o primeiro sobre o lugar da Ética nos planos curriculares do 1º ciclo de estudos em Educação Social, o segundo sobre o património ético-deontológico dos educadores sociais portugueses, tendo por base as instituições mapeadas e as comunidades cientifico-profissionais de referência, o terceiro sobre as perceções dos próprios educadores sociais, em relação à sua formação ética. Assim, conforme se expõe no primeiro capítulo/artigo, pudemos constatar que, de um modo geral, a formação ética está contemplada nos planos de estudo, embora com peso curricular diferenciado. Em termos concetuais, esta formação encontra-se alinhada com as conceções teóricas privilegiadas pelos autores nacionais, evidenciando uma matriz humanista, relacional e orientada para o desenvolvimento de competências de ética aplicada. Relativamente ao património ético-deontológico e, no que diz concretamente respeito às comunidades cientifico-profissionais, foi possível identificar e analisar documentos explícitos de regulação prática. O mesmo não aconteceu no plano institucional, tal como surge exposto. Em termos gerais, concluiu-se que o património que existe é rico e diversificado, mas ainda pouco consistente, evidenciando processos em desenvolvimento. No que diz respeito à perceção dos atores, pudemos compreender que os educadores sociais reconhecem e valorizam a importância das questões éticas na sua vida profissional, reclamando uma formação mais próxima das suas práticas. A análise cruzada destas conclusões principais permitiu reforçar a nossa posição inicial sobre a importância da formação ética dos educadores sociais, como parte integrante e substantiva da sua identidade profissional, devendo como tal ocupar um lugar relevante nos planos de estudo da formação inicial, desenvolvidos em estreita ligação com os contextos de prática e com programas consequentes de formação contínua.
This paper presents the results of an investigation on "Ethics and Initial Training of Social Educators - the Portuguese case", carried out within the scope of the doctoral programme in Education Sciences, and was elaborated with articles, in accordance with the Regulations of FEP/UCP. Therefore, it is organised into three parts, each one of them referring to a submitted and/or published article, concerning, respectively, three moments of our study. Social Education corresponds to an area of knowledge and action within the epistemological field of Social Pedagogy, as a science of education related to lifelong learning processes, developed within a perspective of social inclusion and solidarity (Carvalho & Baptista, 2004). Within this pedagogical-educational field, Social Education is defined by the specialised priority intervention to vulnerable people and human groups, carried out by duly qualified professionals, the social educators. In other words, we are facing particularly demanding training and professional qualification needs, where ethical issues occupy a primordial place. In this context, we wanted to understand what is the place of Ethics in the initial training of Portuguese social educators, based on the mapping of Higher Education institutions, with a training offer in the area of Social Education. To answer this central study question, we opted for a process of bibliographic review based on three essential theoretical nuclei, Social Pedagogy-Social Education and educational ethics, resorting mainly to the thought of national authors, adopting a triadic vision of ethics, simultaneously teleological, deontological and pragmatic. Also in this context, we proceeded to the historical and normative contextualisation regarding initial training in Social Education in our country. From the empirical point of view, we opted for a development strategy framed by a qualitative approach, resorting to document consultation and direct enquiries of actors, made through a focused discussion group. This strategy allowed us to respond to three fundamental operational objectives, referring to the three dimensions of ethics considered, the first being on the place of Ethics in the curricula of the 1st study cycle in Social Education, the second on the ethical-deontological heritage of Portuguese social educators, based on the mapped institutions and scientific-professional communities of reference, the third on the perceptions of the social educators themselves in relation to their ethical training. Thus, as explained in the first chapter/article, we found that, in general, ethical training is included in the study plans, although with different curricular importance. In conceptual terms, this training is aligned with the theoretical conceptions favoured by national authors, showing a humanistic, relational matrix and oriented towards the development of applied ethical skills. With regard to the ethical-deontological heritage and with specific regard to the scientific-professional communities, it was possible to identify and analyse explicit documents of practical regulation. The same did not happen at the institutional level, as shown above. In general terms, it was concluded that the existing heritage is rich and diversified, but still not very consistent, evidencing processes under development. Regarding the perception of the actors, we could understand that social educators recognize and value the importance of ethical issues in their professional life, claiming a training closer to their practices. The cross analysis of these main conclusions, allowed us to reinforce our initial position on the importance of ethical training for social educators, as an integral and substantive part of their professional identity, and as such it should occupy a relevant place in the study plans of initial training, developed in close connection with the contexts of practice and with consequent programmes of continuous training.
This paper presents the results of an investigation on "Ethics and Initial Training of Social Educators - the Portuguese case", carried out within the scope of the doctoral programme in Education Sciences, and was elaborated with articles, in accordance with the Regulations of FEP/UCP. Therefore, it is organised into three parts, each one of them referring to a submitted and/or published article, concerning, respectively, three moments of our study. Social Education corresponds to an area of knowledge and action within the epistemological field of Social Pedagogy, as a science of education related to lifelong learning processes, developed within a perspective of social inclusion and solidarity (Carvalho & Baptista, 2004). Within this pedagogical-educational field, Social Education is defined by the specialised priority intervention to vulnerable people and human groups, carried out by duly qualified professionals, the social educators. In other words, we are facing particularly demanding training and professional qualification needs, where ethical issues occupy a primordial place. In this context, we wanted to understand what is the place of Ethics in the initial training of Portuguese social educators, based on the mapping of Higher Education institutions, with a training offer in the area of Social Education. To answer this central study question, we opted for a process of bibliographic review based on three essential theoretical nuclei, Social Pedagogy-Social Education and educational ethics, resorting mainly to the thought of national authors, adopting a triadic vision of ethics, simultaneously teleological, deontological and pragmatic. Also in this context, we proceeded to the historical and normative contextualisation regarding initial training in Social Education in our country. From the empirical point of view, we opted for a development strategy framed by a qualitative approach, resorting to document consultation and direct enquiries of actors, made through a focused discussion group. This strategy allowed us to respond to three fundamental operational objectives, referring to the three dimensions of ethics considered, the first being on the place of Ethics in the curricula of the 1st study cycle in Social Education, the second on the ethical-deontological heritage of Portuguese social educators, based on the mapped institutions and scientific-professional communities of reference, the third on the perceptions of the social educators themselves in relation to their ethical training. Thus, as explained in the first chapter/article, we found that, in general, ethical training is included in the study plans, although with different curricular importance. In conceptual terms, this training is aligned with the theoretical conceptions favoured by national authors, showing a humanistic, relational matrix and oriented towards the development of applied ethical skills. With regard to the ethical-deontological heritage and with specific regard to the scientific-professional communities, it was possible to identify and analyse explicit documents of practical regulation. The same did not happen at the institutional level, as shown above. In general terms, it was concluded that the existing heritage is rich and diversified, but still not very consistent, evidencing processes under development. Regarding the perception of the actors, we could understand that social educators recognize and value the importance of ethical issues in their professional life, claiming a training closer to their practices. The cross analysis of these main conclusions, allowed us to reinforce our initial position on the importance of ethical training for social educators, as an integral and substantive part of their professional identity, and as such it should occupy a relevant place in the study plans of initial training, developed in close connection with the contexts of practice and with consequent programmes of continuous training.
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Keywords
Pedagogia social Educação social Formação inicial Formação ética Educadores sociais Social pedagogy Social education Initial training Ethic training Social educators