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A presente dissertação foi elaborada no âmbito do curso de Doutoramento em Ciências da Educação, da Universidade Católica Portuguesa, área de aprofundamento da Pedagogia Social. A Pedagogia Social define-se como a Ciência da Educação que enquadra os processos de intervenção socioeducativa, sendo como tal reconhecida pelos educadores sociais, enquanto conhecimento profissional de referência. Partindo deste pressuposto, quisemos perceber qual o lugar que a Pedagogia Social ocupa atualmente na formação inicial dos educadores sociais, tendo por base a realidade portuguesa. Para tal, começámos por mapear as Instituições de Ensino Superior com oferta da licenciatura em Educação Social, analisando os seus planos de estudo, os documentos oficiais e os conteúdos de formação das respetivas unidades curriculares conforme surge exposto no primeiro capítulo/artigo. No mesmo sentido, num segundo momento interessou-nos perceber até que ponto a Pedagogia Social constituiu um requisito necessário no âmbito das habilitações para a docência nos cursos de licenciatura em Educação Social atualmente existentes no nosso país, atendendo ao que têm sido as recomendações da Agência de Avaliação e Acreditação do Ensino Superior (A3ES), conforme surge apresentado no segundo capítulo/artigo. Por fim, quisemos perceber de que forma os atores profissionais, os educadores sociais, reconhecem e valorizam a Pedagogia Social na sua formação inicial, conforme se expõe no terceiro capítulo/artigo. A análise cruzada dos dados recolhidos nos três momentos do estudo, permitem concluir que, em termos gerais a Pedagogia Social encontra uma expressão académica significativa na oferta formativa em Educação Social proporcionada pelas instituições portuguesas, evidenciada nos respetivos planos de estudo e nos perfis formativos do seu corpo docente, ainda que de forma por vezes inconsistente conforme surge assinalado. Concluímos também que esta formação é valorizada pelos atores profissionais que, na sua condição de técnicos de intervenção socioeducativa, se identificam como “pedagogos sociais” detentores de um saber específico, distintivo e relevante.
This dissertation was written within the scope of the doctorate course in Education Sciences at the Universidade Católica Portuguesa, in the area of Social Pedagogy. Social Pedagogy is defined as the science of education that frames the processes of socio-educational intervention, and as such it is recognized by social educators as professional knowledge of reference. Based on this assumption, we wanted to understand what place Social Pedagogy currently occupies in the initial training of social educators, based on the Portuguese reality. To do so, we started by mapping the Higher Education Institutions that offer a degree in Social Education, analyzing their study plans, the official documents and the training contents of the respective curricular units. Similarly, in a second moment, we were interested in understanding to what extent Social Pedagogy was a necessary requirement within the scope of the qualifications for teaching in undergraduate courses in Social Education currently existing in our country, given what have been the recommendations of the Agency for Assessment and Accreditation of Higher Education (A3ES), as presented in the second chapter/article. Finally, we wanted to understand how the professional actors, the social educators, recognize and value Social Pedagogy in their initial training, as set out in the third chapter/article. The cross analysis of the data collected in the three moments of the study, allow us to conclude that, in general terms, Social Pedagogy finds a significant academic expression in the training offer in Social Education provided by the Portuguese institutions, evidenced in the respective study plans and in the training profiles of their teaching staff, although sometimes inconsistently as it is pointed out. We also conclude that this training is valued by the professional actors who, in their capacity as socio-educational intervention technicians, identify themselves as "social pedagogues" holding a specific, distinctive and relevant knowledge.
This dissertation was written within the scope of the doctorate course in Education Sciences at the Universidade Católica Portuguesa, in the area of Social Pedagogy. Social Pedagogy is defined as the science of education that frames the processes of socio-educational intervention, and as such it is recognized by social educators as professional knowledge of reference. Based on this assumption, we wanted to understand what place Social Pedagogy currently occupies in the initial training of social educators, based on the Portuguese reality. To do so, we started by mapping the Higher Education Institutions that offer a degree in Social Education, analyzing their study plans, the official documents and the training contents of the respective curricular units. Similarly, in a second moment, we were interested in understanding to what extent Social Pedagogy was a necessary requirement within the scope of the qualifications for teaching in undergraduate courses in Social Education currently existing in our country, given what have been the recommendations of the Agency for Assessment and Accreditation of Higher Education (A3ES), as presented in the second chapter/article. Finally, we wanted to understand how the professional actors, the social educators, recognize and value Social Pedagogy in their initial training, as set out in the third chapter/article. The cross analysis of the data collected in the three moments of the study, allow us to conclude that, in general terms, Social Pedagogy finds a significant academic expression in the training offer in Social Education provided by the Portuguese institutions, evidenced in the respective study plans and in the training profiles of their teaching staff, although sometimes inconsistently as it is pointed out. We also conclude that this training is valued by the professional actors who, in their capacity as socio-educational intervention technicians, identify themselves as "social pedagogues" holding a specific, distinctive and relevant knowledge.
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Keywords
Pedagogia social Educação social Formação inicial Intervenção socioeducativa Conhecimento profissional Social pedagogy Social education Initial training Socio-educational intervention Professional knowledge