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A escola como um lugar de aprendizagem e bem-estar : o papel dos educadores sociais (estudo de caso)
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| 1.23 MB | Adobe PDF |
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Abstract(s)
A Educação Social assume-se paulatinamente como uma área essencial para a promoção da inclusão, do bem-estar e do desenvolvimento humano, abraçando os Objetivos de Desenvolvimento Sustentável (ODS), uma vez que preconiza uma sociedade mais justa e solidária. A escola, como local de construção de identidade humana, precisa de promover e ativar ações que estimulem o bem-estar e o envolvimento dos alunos, a fim de favorecer aprendizagens significativas e duradouras. Intitulado “O Educador Social na Escola – A escola como um lugar de Aprendizagem e Bem-estar”, esta investigação enquadra-se na área das Ciências da Educação e fundamenta-se na especialidade da Pedagogia Social, um campo que diz respeito aos processos de aprendizagem ao longo da vida e que para os educadores sociais transcende a intervenção, consolidando-se como um saber profissional através de bases e ferramentas para uma ação sociopedagógica efetiva. Com base nestes pressupostos, o estudo pretende compreender de que forma Educadores Sociais podem contribuir para a aprendizagem e para o bem-estar no contexto escolar, definindo três objetivos principais: identificar e analisar a colaboração entre a escola e os Técnicos de Intervenção Socioeducativa (Educadores Sociais), analisar as iniciativas de intervenção desses educadores e compreender as perceções dos atores educativos (educadores sociais e professores) sobre práticas pedagógicas que promovam o bem-estar dos alunos. A metodologia adotada para esta investigação é de natureza qualitativa, ancorada num estudo de caso, com recurso à análise documental e a entrevistas semiestruturadas, como principais métodos de recolha e análise de dados. Os resultados preliminares sugerem que o papel dos Educadores Sociais é vital para a criação de ambientes escolares mais inclusivos e que valorizem a dimensão humana da educação, contribuindo para uma escola comprometida com o bem-estar e o desenvolvimento integral dos alunos.
Social Education is gradually becoming an essential area for promoting inclusion, well-being and human development, embracing the Sustainable Development Goals (SDGs), since it advocates a fairer and more supportive society. The school, as a place for building human identity, needs to promote and activate actions that stimulate students' well-being and involvement in order to favour meaningful and lasting learning. Entitled ‘The Social Educator at School - The school as a place of Learning and Well-being’, this research falls within the area of Educational Sciences and is based on the speciality of Social Pedagogy, a field that concerns lifelong learning processes and that for social educators transcends intervention, consolidating itself as professional knowledge through bases and tools for effective socio-pedagogical action. Based on these assumptions, the study aims to understand how Social Educators can contribute to learning and well-being in the school context, defining three main objectives: to identify and analyse the collaboration between the school and Socio-Educational Intervention Technicians (Social Educators), to analyse the intervention initiatives of these educators and to understand the perceptions of educational actors (social educators and teachers) about pedagogical practices that promote student well-being. The methodology adopted for this research is qualitative in nature, anchored in a case study, using document analysis and semi-structured interviews as the main methods for collecting and analysing data. The preliminary results suggest that the role of Social Educators is vital for creating more inclusive school environments that value the human dimension of education, contributing to a school committed to the well-being and all-round development of students.
Social Education is gradually becoming an essential area for promoting inclusion, well-being and human development, embracing the Sustainable Development Goals (SDGs), since it advocates a fairer and more supportive society. The school, as a place for building human identity, needs to promote and activate actions that stimulate students' well-being and involvement in order to favour meaningful and lasting learning. Entitled ‘The Social Educator at School - The school as a place of Learning and Well-being’, this research falls within the area of Educational Sciences and is based on the speciality of Social Pedagogy, a field that concerns lifelong learning processes and that for social educators transcends intervention, consolidating itself as professional knowledge through bases and tools for effective socio-pedagogical action. Based on these assumptions, the study aims to understand how Social Educators can contribute to learning and well-being in the school context, defining three main objectives: to identify and analyse the collaboration between the school and Socio-Educational Intervention Technicians (Social Educators), to analyse the intervention initiatives of these educators and to understand the perceptions of educational actors (social educators and teachers) about pedagogical practices that promote student well-being. The methodology adopted for this research is qualitative in nature, anchored in a case study, using document analysis and semi-structured interviews as the main methods for collecting and analysing data. The preliminary results suggest that the role of Social Educators is vital for creating more inclusive school environments that value the human dimension of education, contributing to a school committed to the well-being and all-round development of students.
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Keywords
Aprendizagem Bem-estar Educador social Escola GAAF Pedagogia social Learning Well-being Social educator School Social pedagogy
Pedagogical Context
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CC License
Without CC licence