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Abstract(s)
Esta dissertação que tem como título “Pedagogia e Medidas de Reinserção Social: o caso do Rendimento Social de Inserção (RSI)” e que conduz ao grau de Doutoramento em Ciências da Educação – área de especialização em Pedagogia Social, diz respeito a um estudo que procurou compreender de que forma acontece a intervenção socioeducativa, a nível local, tendo por base o que se encontra previsto na medida de inserção social: Rendimento Social de Inserção (RSI). Do ponto de vista teórico, este trabalho enquadra-se no campo científico e académico da Pedagogia Social que, enquanto Ciência da Educação, se refere aos processos de educação e formação ao longo da vida, na perspetiva da solidariedade e da inclusão social. Para o efeito, recorreu-se a autores de referência que permitiram compreender e aprofundar a Pedagogia Social, assim como a diversos documentos legislativos e regulamentares que possibilitaram o enquadramento das políticas sociais, nos contextos português e europeu, desde os anos 1970 até à atualidade. Do ponto de vista empírico, esta investigação situa-se no paradigma fenomenológico-interpretativo e tem por base o recurso à pesquisa e análise documental e à inquirição direta de atores, realizada através de entrevistas semiestruturadas. Os dados recolhidos e analisados, considerando os objetivos deste estudo, permitiram-nos legitimar conclusões relativas às perceções dos atores sobre princípios, valores e práticas no âmbito da medida RSI, bem como às práticas de acompanhamento que configuram a sua intervenção, sugerindo a necessidade de promoção de iniciativas de capacitação sociopedagógica junto destes atores.
This thesis entitled “Pedagogy and Social Inclusion Measures: the case of Social Inclusion Income Law”, which leads to the PhD degree in Educational Sciences – specialisation in Social Pedagogy, concerns a study which sought to understand how social and educational intervention takes place, at local level, based on what is stated in the Portuguese social inclusion measure: Social Inclusion Income Law (RSI). From a theoretical point of view, this study is part of the scientific and academic field of Social Pedagogy, which, as a science of education, refers to the processes of lifelong learning and education, developed according to a perspective of solidarity and social inclusion. For this purpose, works of national and international reference authors were cited, which enabled us to understand and deepen Social Pedagogy, as well as various legal and regulatory documents that allowed us to understand the framework of social policies, in Portuguese and European contexts, from the 1970s to the present. From an empirical point of view, this study follows the phenomenological-interpretative paradigm and is based on the use of documental research and the direct interviewing of participants, carried out through semi-structured interviews. Considering the objectives of the study, the data collected and analysed allowed us to legitimise conclusions regarding the participants’ perceptions of principles, values and practices in the context of the RSI measure, as well as regarding the monitoring practices that configure their intervention, suggesting the need to promote social and educational capacity building initiatives among these participants.
This thesis entitled “Pedagogy and Social Inclusion Measures: the case of Social Inclusion Income Law”, which leads to the PhD degree in Educational Sciences – specialisation in Social Pedagogy, concerns a study which sought to understand how social and educational intervention takes place, at local level, based on what is stated in the Portuguese social inclusion measure: Social Inclusion Income Law (RSI). From a theoretical point of view, this study is part of the scientific and academic field of Social Pedagogy, which, as a science of education, refers to the processes of lifelong learning and education, developed according to a perspective of solidarity and social inclusion. For this purpose, works of national and international reference authors were cited, which enabled us to understand and deepen Social Pedagogy, as well as various legal and regulatory documents that allowed us to understand the framework of social policies, in Portuguese and European contexts, from the 1970s to the present. From an empirical point of view, this study follows the phenomenological-interpretative paradigm and is based on the use of documental research and the direct interviewing of participants, carried out through semi-structured interviews. Considering the objectives of the study, the data collected and analysed allowed us to legitimise conclusions regarding the participants’ perceptions of principles, values and practices in the context of the RSI measure, as well as regarding the monitoring practices that configure their intervention, suggesting the need to promote social and educational capacity building initiatives among these participants.
Description
Keywords
Pedagogia social Rendimento social de inserção Medidas de inserção social Aprendizagem ao longo da vida Capacitação sociopedagógica Social pedagogy Portuguese social inclusion income law Social inclusion measures Lifelong learnig Social and educational capacity building