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Orientador(es)
Resumo(s)
Partindo do entendimento de que a forma como se produz conhecimento numa determinada disciplina constitui parte integrante da respetiva identidade científica, requerendo, como tal, a reflexão sobre referenciais concetuais e metodológicos próprios, este texto pretende evidenciar as razões, as oportunidades e os desafios da investigação em Pedagogia Social na atualidade. Conforme tentaremos fundamentar, falar de Pedagogia Social significa ter presente que estamos perante uma ciência da educação relevante e específica, apoiada numa racionalidade dinâmica e dialógica que, desde logo, convoca o poder de autora dos sujeitos, justificando neste caso a pertinência de abordagens focadas no pensamento prático dos pedagogos sociais, enquanto profissionais sensíveis, autónomos e reflexivos.
Based on the understanding that the way we produce knowledge in a discipline constitutes an integral part of its scientific identity, thus requiring reflection on its own conceptual and methodological references, this paper aims to highlight the reasons, the opportunities and the challenges of contemporary research in the field of Social Pedagogy. As we will argue, when we talk about Social Pedagogy we are referring to a very specific and relevant education science, supported by a dynamic and dialogical rationality that, as such, calls for the power of authorship of the subjects, thus justifying the pertinence of approaches focused on the practical thinking of social pedagogues, as sensitive, autonomous and reflective professionals.
Based on the understanding that the way we produce knowledge in a discipline constitutes an integral part of its scientific identity, thus requiring reflection on its own conceptual and methodological references, this paper aims to highlight the reasons, the opportunities and the challenges of contemporary research in the field of Social Pedagogy. As we will argue, when we talk about Social Pedagogy we are referring to a very specific and relevant education science, supported by a dynamic and dialogical rationality that, as such, calls for the power of authorship of the subjects, thus justifying the pertinence of approaches focused on the practical thinking of social pedagogues, as sensitive, autonomous and reflective professionals.
Descrição
Palavras-chave
Pedagogia social Ciências da educação Ética prática Conhecimento profissional Investigação‑ação Social pedagogy Education sciences Practical ethics Professional knowledge Action research
Contexto Educativo
Citação
Baptista, I. (2017). Investigar em Pedagogia Social: Razões, Oportunidades e Desafios. Revista Trama Interdisciplinar, 8(1), 18-25
Editora
Universidade Presbiteriana Mackenzie