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ETHOS escolar e educação social
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O presente trabalho corresponde a uma dissertação académica intitulada “Ethos Escolar e Educação Social”, elaborada no âmbito do Mestrado em Ciências da Educação, especialização em Pedagogia Social, da Faculdade de Educação e Psicologia da Universidade Católica Portuguesa (FEP-UCP). A investigação incide sobre as dimensões de responsabilidade ético-social no contexto escolar, com especial destaque para o papel do Educador Social na promoção de práticas educativas orientadas para o bem comum num quadro de justiça relacional. Enquadrando-se no campo da Pedagogia Social, esta investigação assume como referência uma perspetiva de educação ao longo da vida, baseada na solidariedade, na equidade e na transformação social. Do ponto de vista empírico, a investigação segue uma abordagem qualitativa de natureza interpretativa, articulando a revisão da literatura com um estudo de caso realizado numa escola situada no Norte de Portugal. Através da inquirição direta de atores (ES), procurou-se compreender de que forma os princípios éticos e sociocomunitários são percecionados, praticados e valorizados no quotidiano escolar, tanto nas interações internas como com a comunidade local. Os dados recolhidos revelam que o Educador Social é percecionado como um agente promotor de inclusão, proximidade e ética relacional, com um papel significativo na mediação entre os diferentes intervenientes da comunidade escolar. As práticas identificadas evidenciam um alinhamento entre os valores expressos nos documentos orientadores da escola e a ação da profissional, destacando-se iniciativas de prevenção, mediação, acolhimento e envolvimento comunitário. A Educação Social, nestes termos, surge como um contributo essencial para a construção de um ethos escolar humanizado, participado e comprometido com a justiça educativa.
This dissertation, entitled “School Ethos and Social Education”, was developed within the scope of the master’s degree in educational sciences, with a specialisation in Social Pedagogy, at the Faculty of Education and Psychology of the Catholic University of Portugal (FEP-UCP). The research focuses on the dimensions of ethical and social responsibility within the school context, with particular emphasis on the role of the Social Educator in promoting educational practices oriented towards the common good within a framework of relational justice. Framed within the field of Social Pedagogy, this study adopts a lifelong learning perspective grounded in solidarity, equity, and social transformation. From an empirical standpoint, the research follows a qualitative and interpretative approach, combining literature review with a case study conducted in a school located in Northern Portugal. Through direct inquiry with educational actors (namely, the Social Educator), the study aimed to understand how ethical and socio-community principles are perceived, enacted, and valued in everyday school life, both in internal dynamics and in relation to the local community. The data collected reveal that the Social Educator is perceived as a key agent in promoting inclusion, proximity, and relational ethics, playing a significant role in mediating between the various members of the school community. The practices identified reflect an alignment between the values stated in the school’s guiding documents and the professional’s actions, with particular emphasis on initiatives in prevention, mediation, student integration, and community engagement. In this sense, Social Education emerges as an essential contribution to the development of a humanised school ethos, characterised by participation and a strong commitment to educational justice.
This dissertation, entitled “School Ethos and Social Education”, was developed within the scope of the master’s degree in educational sciences, with a specialisation in Social Pedagogy, at the Faculty of Education and Psychology of the Catholic University of Portugal (FEP-UCP). The research focuses on the dimensions of ethical and social responsibility within the school context, with particular emphasis on the role of the Social Educator in promoting educational practices oriented towards the common good within a framework of relational justice. Framed within the field of Social Pedagogy, this study adopts a lifelong learning perspective grounded in solidarity, equity, and social transformation. From an empirical standpoint, the research follows a qualitative and interpretative approach, combining literature review with a case study conducted in a school located in Northern Portugal. Through direct inquiry with educational actors (namely, the Social Educator), the study aimed to understand how ethical and socio-community principles are perceived, enacted, and valued in everyday school life, both in internal dynamics and in relation to the local community. The data collected reveal that the Social Educator is perceived as a key agent in promoting inclusion, proximity, and relational ethics, playing a significant role in mediating between the various members of the school community. The practices identified reflect an alignment between the values stated in the school’s guiding documents and the professional’s actions, with particular emphasis on initiatives in prevention, mediation, student integration, and community engagement. In this sense, Social Education emerges as an essential contribution to the development of a humanised school ethos, characterised by participation and a strong commitment to educational justice.
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Ethos escolar Ética educacional Educação social Educadores sociais School Ethos Educational ethics Social education Social educators
Contexto Educativo
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Sem licença CC