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Abstract(s)
O presente Sumário Executivo refere-se ao Relatório Reflexivo, elaborado no âmbito do curso de Mestrado em Ciências da Educação, especialização em Pedagogia Social, da Faculdade de Educação e Psicologia da Universidade Católica Portuguesa (FEP- UCP), Porto cujo título é «O Educador Social em Contexto Escolar: Testemunho Reflexivo» e alicerçado numa análise crítica do nosso percurso profissional.
A base de incidência da presente reflexão situa-se, particularmente, na experiência profissional adquirida na Escola Secundária de Paços de Ferreira, no trabalho desenvolvido no âmbito da carreira de Assistente Operacional e de Assistente Técnica. Neste relatório, pretendemos interligar os conhecimentos adquiridos com a formação académica em Educação Social, com os conhecimentos e competências adquiridas na experiência de trabalho numa escola, enunciando as suas vantagens e limitações.
É nosso objetivo proceder a uma reflexão sobre as vivências do período em análise, concretamente no espaço temporal entre o ano 2005 e o ano 2012, sustentada na área científica da Pedagogia Social enquanto Ciência da Educação que enquadra a práxis socioeducativa na pluralidade das suas dimensões, sobretudo porque é uma área orientada por valores de proximidade humana que fornece um significativo número de ferramentas reflexivas e críticas que permitem diferenciar formas de pensar o espaço escolar.
No nosso percurso profissional e exercendo uma atividade diferente daquela para a qual, em princípio, detínhamos formação académica e profissional, em contacto direto com alunos e com outros profissionais da educação, pudemos experimentar e adquirir um conjunto significativo de conhecimentos que, aliados à formação de base e ao desejo de exercer a profissão de educadora social, nos deram uma atuação diferente no trabalho com os alunos, professores e restante comunidade educativa e uma interpelação diferenciada e que, ao nos inquietar, nos conduziu a este percurso reflexivo.
O Relatório começa com uma introdução de carácter global e a sua estruturação subsequente corresponde a duas partes fundamentais. Na primeira parte, optamos por proceder a uma explicitação do nosso quadro de análise no âmbito da Pedagogia Social e da Educação Social, considerando as suas vertentes em contexto escolar. Na segunda parte, reportamo-nos a um olhar empírico sobre a nosso percurso profissional, até chegar à licenciatura em Educação Social, incidindo no trabalho desenvolvido na escola, que serve de base à nossa reflexão.
Concretizamos a nossa reflexão com uma referência ao local de trabalho e à ação profissional. Durante este percurso profissional, numa escola, e embora a formação em educação social nunca tenha sido descurada, nunca foi desenvolvido um trabalho inerente às funções do educador social, embora estivesse sempre presente a vontade de exercer esta profissão. Esta realidade conduziu-nos a um desassossego que nos impeliu a um aglomerado de interrogações, aos quais procuramos responder, refletindo sobretudo, sobre os possíveis espaços de intervenção do educador social em contexto escolar, evocando sempre que o fazemos, sob o nosso olhar, enquanto educadora social de formação.
O relatório termina com algumas considerações finais alusivas ao que consideramos ser os benefícios de existirem profissionais de Educação Social em contexto escolar.
Estes, com competências para intervir no âmbito socioeducativo, podem, em colaboração com os professores, e inseridos em equipas multidisciplinares, criar e/ou participar em projetos na e com a própria escola, desenvolvendo um trabalho complementar ao do professor, sobretudo na intervenção com os alunos que necessitem de apoio socioeducativo e as respetivas famílias, fazendo a ponte entre a escola e a família, estreitando o seu relacionamento. Podem constituir-se como mediadores, trabalhando em conjunto com as crianças e jovens, com as famílias e com as comunidades, desenvolvendo projetos a partir das suas realidades e necessidades, no sentido de aproximar a comunidade à sua escola e se construir uma escola para todos, em todos os sentidos.
Como referimos, este trabalho é fruto de uma reflexão sustentada pelos princípios da Pedagogia Social e da Educação Social, apoiado pela experiência profissional adquirida numa escola secundária pública, enquanto educadora social desenvolvendo funções distintas da formação académica. Reflete as inquietações dos profissionais, da área da educação social, que ainda não conquistaram o seu lugar em contexto escolar, apesar de reconhecida a sua competência e benefícios a favor dos alunos, da escola e da comunidade, onde esta se encontra inserida.
This abstract refers to the Reflective Report written in of the Masters in Educational Science, specialization in Social Psychology of the Faculty of Education and Psychology of the Portuguese Catholic University (FEP- UCP), Porto. Its title is “The Social Educator in a School Context: a Reflexive Testimony “based on a critical analysis of our work experience. The incidence of this reflection is based upon the experience obtained at Paços de Ferreira Secondary School, on the work developed as Operational Assistant and Technical Assistant. We aim to link the acquired knowledge in academic training in Social Education with the knowledge and competences acquired through the experience of working in a school, enunciating its advantages and limitations. On the level of a conceptual and methodological approach, we resorted to the conceptual matrix of Social Pedagogy while Educational Science, which involves the social educative praxis in the pluralism of its dimensions. It is our goal to reflect on the experiences of the period in analysis, more specifically in the period between 2005 and 2012, based on the scientific area already referred, mainly because it is an area guided by values of human proximity which gives a significant number of reflection tools and critics that allow to establish the different ways of thinking the school space. In our career and doing a different activity from the one we initially had qualifications, in direct contact with students and other professionals, we could experience and acquire a significant knowledge. This knowledge, together with the initial qualifications and the will of working as a social educator, has given us a different performance in the work with students, teachers and the whole school community and also a differentiated interpellation which, by disturbing us, has taken to this reflective way. The report begins with a general introduction and its subsequent organization corresponds to two fundamental parts. On the first part, we have opted for an explanation of our analysis matrix in the sphere of Social Pedagogy and Social Education, considering its aspects in school context. On the second part, we have reported to an empirical look on our professional path till obtaining a degree on Social Education, focusing on the work developed in the school, which is the basis for our reflection. We have started by referring to the workplace and also the professional action. Throughout this professional path in a school and, although the formation / training in Social Education has never been neglected, a work on the tasks of a social educator has never been developed before. The will to do this job has always been there, though. This reality make us reflect and this feeling has led us to an agglomerate of interrogations about the possible ways of intervention of a social educator in the school context, always evoking what we do, with our guidance while a Social Educator. This report ends with some final considerations to what we consider to be the benefits of having Social Educators in schools. These professionals, may, in collaboration with teachers and integrating multidisciplinary teams, create and / or participate in projects in and with the school itself, in developing a complementary work to the one of the teacher’s. This intervention, mainly with those students who need a social educational support and with their corresponding families, to strengthen the bond between in school and the students’ family. They can act as mediators working with children, youngsters, with families and the community, developing projects that take into account the realities and needs , in the sense of making the community and school getting closer and building a school for everybody, in all aspects. As we have already referred, this work is the result of a reflection supported by the principles of Social Pedagogy and Social Education. It reflects the Social Educators’ anxieties who haven’t obtained their place in the school context although their competence is recognized and benefits to students, school and the local community as well.
This abstract refers to the Reflective Report written in of the Masters in Educational Science, specialization in Social Psychology of the Faculty of Education and Psychology of the Portuguese Catholic University (FEP- UCP), Porto. Its title is “The Social Educator in a School Context: a Reflexive Testimony “based on a critical analysis of our work experience. The incidence of this reflection is based upon the experience obtained at Paços de Ferreira Secondary School, on the work developed as Operational Assistant and Technical Assistant. We aim to link the acquired knowledge in academic training in Social Education with the knowledge and competences acquired through the experience of working in a school, enunciating its advantages and limitations. On the level of a conceptual and methodological approach, we resorted to the conceptual matrix of Social Pedagogy while Educational Science, which involves the social educative praxis in the pluralism of its dimensions. It is our goal to reflect on the experiences of the period in analysis, more specifically in the period between 2005 and 2012, based on the scientific area already referred, mainly because it is an area guided by values of human proximity which gives a significant number of reflection tools and critics that allow to establish the different ways of thinking the school space. In our career and doing a different activity from the one we initially had qualifications, in direct contact with students and other professionals, we could experience and acquire a significant knowledge. This knowledge, together with the initial qualifications and the will of working as a social educator, has given us a different performance in the work with students, teachers and the whole school community and also a differentiated interpellation which, by disturbing us, has taken to this reflective way. The report begins with a general introduction and its subsequent organization corresponds to two fundamental parts. On the first part, we have opted for an explanation of our analysis matrix in the sphere of Social Pedagogy and Social Education, considering its aspects in school context. On the second part, we have reported to an empirical look on our professional path till obtaining a degree on Social Education, focusing on the work developed in the school, which is the basis for our reflection. We have started by referring to the workplace and also the professional action. Throughout this professional path in a school and, although the formation / training in Social Education has never been neglected, a work on the tasks of a social educator has never been developed before. The will to do this job has always been there, though. This reality make us reflect and this feeling has led us to an agglomerate of interrogations about the possible ways of intervention of a social educator in the school context, always evoking what we do, with our guidance while a Social Educator. This report ends with some final considerations to what we consider to be the benefits of having Social Educators in schools. These professionals, may, in collaboration with teachers and integrating multidisciplinary teams, create and / or participate in projects in and with the school itself, in developing a complementary work to the one of the teacher’s. This intervention, mainly with those students who need a social educational support and with their corresponding families, to strengthen the bond between in school and the students’ family. They can act as mediators working with children, youngsters, with families and the community, developing projects that take into account the realities and needs , in the sense of making the community and school getting closer and building a school for everybody, in all aspects. As we have already referred, this work is the result of a reflection supported by the principles of Social Pedagogy and Social Education. It reflects the Social Educators’ anxieties who haven’t obtained their place in the school context although their competence is recognized and benefits to students, school and the local community as well.