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A arte na intervenção sociopedagógica em contexto escolar : perceções e práticas dos educadores sociais
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A presente dissertação, intitulada “A Arte na Intervenção Sociopedagógica em Contexto Escolar: Perceções e Práticas dos Educadores Sociais”, insere-se no Mestrado em Ciências da Educação – área de especialização em Pedagogia Social. O estudo teve como objetivo compreender de que forma os educadores sociais recorrem à arte como estratégia de intervenção sociopedagógica em escolas de Territórios Educativos de Intervenção Prioritária. Do ponto de vista teórico, a investigação situa-se no campo da Pedagogia Social, área das Ciências da Educação que valoriza a aprendizagem ao longo da vida, as práticas sociopedagógicas e a intervenção orientada para a equidade, a justiça social e a cidadania ativa. Metodologicamente, assume uma natureza qualitativa, de caráter exploratório e descritivo. Como técnicas de recolha de dados, foi realizada uma pesquisa documental, com vista a sustentar a caracterização do contexto inerente ao estudo, bem como foram privilegiadas entrevistas semiestruturadas a educadores sociais em exercício em escolas TEIP do concelho do Porto, na medida em que permitiram explorar as narrativas e sentidos atribuídos pelas participantes. Os resultados revelam que a intervenção sociopedagógica se concretiza em práticas diversificadas de proximidade, mediação, acompanhamento individual, dinamização de grupos e projetos extracurriculares, nas quais a arte assume um papel central. O recurso a diferentes linguagens artísticas contribui para a autoestima, autorregulação emocional, cooperação, empatia e participação dos alunos, funcionando como instrumento pedagógico e social promotor do desenvolvimento integral. Estes dados corroboram a literatura que reconhece a arte como linguagem universal e recurso essencial da Pedagogia Social. Entre os principais desafios identificados surgem a escassez de tempo, de recursos materiais e humanos, a falta de formação especializada e a reduzida valorização institucional da arte face às disciplinas académicas. Apesar destes constrangimentos, confirma-se que a arte, quando integrada de forma consistente na prática dos educadores sociais, constitui um instrumento transformador, capaz de promover percursos educativos mais inclusivos, participativos e equitativos. Reforça-se, assim, a necessidade de políticas que consolidem o lugar da arte como eixo estruturante da intervenção sociopedagógica em contexto escolar.
This dissertation, entitled Art in Sociopedagogical Intervention in School Contexts: Perceptions and Practices of Social Educators, is part of the Master’s Degree in Educational Sciences – specialization in Social Pedagogy. The study aimed to understand how social educators use art as a strategy for sociopedagogical intervention in schools located in Priority Educational Intervention Territories (TEIP). From a theoretical perspective, the research is framed within the field of Social Pedagogy, an area of Educational Sciences that values lifelong learning, sociopedagogical practices, and interventions oriented towards equity, social justice, and active citizenship. Methodologically, it adopts a qualitative approach of an exploratory and descriptive nature. Data collection techniques included documentary analysis and semi-structured interviews with social educators working in TEIP schools in the municipality of Porto, which proved appropriate for exploring the narratives and meanings expressed by the participants. The results show that sociopedagogical intervention is carried out through diverse practices of proximity, mediation, individual support, group activities, and extracurricular projects, in which art plays a central role. The use of different artistic languages contributes to students’ self-esteem, emotional self-regulation, cooperation, empathy, and participation, functioning as a pedagogical and social instrument that fosters integral development. These findings support the literature that recognises art as a universal language and an essential resource of Social Pedagogy. Among the main challenges identified are the lack of time, material and human resources, specialised training, and the limited institutional recognition of art compared to academic subjects. Despite these constraints, the study confirms that art, when consistently integrated into the practice of social educators, is a transformative instrument capable of promoting more inclusive, participatory, and equitable educational pathways. Thus, it reinforces the need for educational policies that consolidate the place of art as a structuring axis of sociopedagogical intervention in school contexts.
This dissertation, entitled Art in Sociopedagogical Intervention in School Contexts: Perceptions and Practices of Social Educators, is part of the Master’s Degree in Educational Sciences – specialization in Social Pedagogy. The study aimed to understand how social educators use art as a strategy for sociopedagogical intervention in schools located in Priority Educational Intervention Territories (TEIP). From a theoretical perspective, the research is framed within the field of Social Pedagogy, an area of Educational Sciences that values lifelong learning, sociopedagogical practices, and interventions oriented towards equity, social justice, and active citizenship. Methodologically, it adopts a qualitative approach of an exploratory and descriptive nature. Data collection techniques included documentary analysis and semi-structured interviews with social educators working in TEIP schools in the municipality of Porto, which proved appropriate for exploring the narratives and meanings expressed by the participants. The results show that sociopedagogical intervention is carried out through diverse practices of proximity, mediation, individual support, group activities, and extracurricular projects, in which art plays a central role. The use of different artistic languages contributes to students’ self-esteem, emotional self-regulation, cooperation, empathy, and participation, functioning as a pedagogical and social instrument that fosters integral development. These findings support the literature that recognises art as a universal language and an essential resource of Social Pedagogy. Among the main challenges identified are the lack of time, material and human resources, specialised training, and the limited institutional recognition of art compared to academic subjects. Despite these constraints, the study confirms that art, when consistently integrated into the practice of social educators, is a transformative instrument capable of promoting more inclusive, participatory, and equitable educational pathways. Thus, it reinforces the need for educational policies that consolidate the place of art as a structuring axis of sociopedagogical intervention in school contexts.
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Palavras-chave
Pedagogia social Educadores sociais Arte Intervenção sociopedagógica Contexto escolar Social pedagogy Social educators Art Socio-pedagogical intervention School context
Contexto Educativo
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Sem licença CC