Advisor(s)
Abstract(s)
O presente trabalho corresponde ao relatório de uma pesquisa subordinada ao tema Voluntariado Social e Formação Cívica de Crianças e Jovens, desenvolvida sob o enquadramento teórico da Pedagogia Social. Acreditando que as práticas de voluntariado social desempenham um papel decisivo no processo formativo das crianças e jovens, quisemos saber em que medida estão as Escolas vocacionadas para integrar essas dinâmicas de voluntariado nos seus projectos educativos, tentando averiguar sobre as motivações que impelem as crianças e os jovens para a acção voluntária e sobre os valores que emergem dessas vivências pessoais. Para o efeito, foi realizado um trabalho empírico junto de três Escolas do Norte do País, dos ensinos básico e secundário e tendo por referência uma iniciativa de voluntariado social muito particular – o projecto Por Uma Nova África. Conforme se evidencia neste relatório, este estudo permitiu-nos concluir sobre a relevância sociopedagógica destas experiências de vida que, como tal, deverão ser inseridas nos planos formativos das crianças e jovens.
The present paper is a research report with the theme Solidarity in network – children and young people‟s volunteering and civic training, developed under the theoretical framing of Social Pedagogy. Believing that the practices of social voluntary have a decisive role in the children and young people’s formative process, we wanted to peruse if schools have potential to comprise those voluntary dynamics in their educational projects, as well as, to inquire about the motivations that drive children and young people for the voluntary action and about the values that emerge through those personal experiences. In order to do that, an empirical work has been done in three schools in the north of the country, from the basic and secondary education, and having as a reference one specific initiative of social voluntary – the project Por Uma Nova África (For a new Africa). As shown in this report, this study made us conclude about the sociopedagogic importance of these life experiences that should be part of the children and young people’s formative plans.
The present paper is a research report with the theme Solidarity in network – children and young people‟s volunteering and civic training, developed under the theoretical framing of Social Pedagogy. Believing that the practices of social voluntary have a decisive role in the children and young people’s formative process, we wanted to peruse if schools have potential to comprise those voluntary dynamics in their educational projects, as well as, to inquire about the motivations that drive children and young people for the voluntary action and about the values that emerge through those personal experiences. In order to do that, an empirical work has been done in three schools in the north of the country, from the basic and secondary education, and having as a reference one specific initiative of social voluntary – the project Por Uma Nova África (For a new Africa). As shown in this report, this study made us conclude about the sociopedagogic importance of these life experiences that should be part of the children and young people’s formative plans.