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Abstract(s)
O presente trabalho corresponde a um relatório de uma pesquisa inserida no
programa de Mestrado em Ciências de Educação, especialização em Pedagogia
Social, da Universidade Católica Portuguesa e intitulada «Aprendizagem escolar e
Pedagogia Social – o papel do director de turma». Partindo da convicção de que o
professor que exerce funções de director de turma desempenha uma missão «sociopedagógica» de enorme relevância, funcionando como mediador privilegiado entre a escola, a família e a comunidade, propusemo-nos saber em que medida essa missão é reconhecida e valorizada pelos actores directamente implicados. Para o efeito foi desenvolvido um trabalho de campo junto de um Agrupamento escolar e que permitiu recolher elementos de discussão que ajudam a evidenciar o papel do
director de turma enquanto mediador sociopedagógico num quadro de articulação
entre a pedagogia escolar e a pedagogia social.
This paper presents a report of an academic survey included in the Master's programme in Educational Sciences, specialization in Social Pedagogy, at Catholic University of Portugal and it is entitled «Learning School and Social Pedagogy - the role of the class director». Based on the conviction that the teacher, who performs his duties as class director, plays a relevant socio-pedagogical mission, acting as a privileged mediator between school, family and community, our study aimed to understand to what extent that mission is recognized and valued by the actors directly involved. To this end, we developed a fieldwork with a group of schools, which allowed us to obtain discussion elements that help us highlight the role of the class director as a socio-pedagogical mediator in an articulation framework between school pedagogy and social pedagogy.
This paper presents a report of an academic survey included in the Master's programme in Educational Sciences, specialization in Social Pedagogy, at Catholic University of Portugal and it is entitled «Learning School and Social Pedagogy - the role of the class director». Based on the conviction that the teacher, who performs his duties as class director, plays a relevant socio-pedagogical mission, acting as a privileged mediator between school, family and community, our study aimed to understand to what extent that mission is recognized and valued by the actors directly involved. To this end, we developed a fieldwork with a group of schools, which allowed us to obtain discussion elements that help us highlight the role of the class director as a socio-pedagogical mediator in an articulation framework between school pedagogy and social pedagogy.