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O texto que apresentamos corresponde a uma reflexão que tem por base uma dissertação de mestrado apresentada à Faculdade de Educação e Psicologia da Universidade Católica Portuguesa, um estudo centrado nas respostas sócio-educativas, políticas, medidas, estratégias e práticas institucionais, em que todo o caminho da investigação parte do pressuposto de que a diversidade é um valor ético e antropológico, logo, é também um valor pedagógico. No duplo papel de professores e investigadores na área da Pedagogia Social, assumimos neste estudo uma preocupação pedagógica relativamente a situações que possam criar condicionalismos à inclusão social, principalmente quando as barreiras emergem da área educacional.
The text that we present relates to reflections based on a Masters dissertation presented to the Faculty of Education and Psychology of the Portuguese Catholic University, a study centred on socio-educational solutions, policies, measures, strategies and institutional practices, with the entire course of the research being based on the principle that diversity is an ethical and anthropological value, and that it is therefore also a pedagogic value. In the dual role of teachers and researchers in the area of Social Pedagogy, we assume, in this study, pedagogic concerns relative to situations that can create the conditions for social inclusion, principally when the barriers to this arise from the area of education.
The text that we present relates to reflections based on a Masters dissertation presented to the Faculty of Education and Psychology of the Portuguese Catholic University, a study centred on socio-educational solutions, policies, measures, strategies and institutional practices, with the entire course of the research being based on the principle that diversity is an ethical and anthropological value, and that it is therefore also a pedagogic value. In the dual role of teachers and researchers in the area of Social Pedagogy, we assume, in this study, pedagogic concerns relative to situations that can create the conditions for social inclusion, principally when the barriers to this arise from the area of education.