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Abstract(s)
O presente estudo, cujo tema é O cinema como recurso pedagógico na formação do Educador Social, tem como propósito compreender se o cinema pode ser considerado um recurso pedagógico importante para a formação inicial do educador social, partindo da questão-problema que orienta a investigação: Que contributo, na perspetiva dos estudantes, tem o cinema como recurso didático-pedagógico na formação do educador social? Perante esta questão definimos os seguintes objetivos: (i) analisar as potencialidades do cinema enquanto recurso pedagógico; (ii) aferir sobre a importância do cinema como recurso didático-pedagógico em contexto sala de aula no ensino superior; e (iii) conhecer as perceções dos estudantes sobre a utilização de filmes, enquanto métodos de ensino e de aprendizagem, na exploração de conteúdos. O estudo é de natureza mista, quantitativa e qualitativa, utilizando o inquérito por questionário com questões fechadas e abertas, como instrumento de recolha de dados. O inquérito, fornecido online, foi preenchido por cento e cinquenta e dois inquiridos de ambos os sexos, num universo de trezentos e oito participantes. A amostra é de natureza não probabilística, por conveniência, composta por cento e trinta e dois inquiridos do curso de Licenciatura em Educação Social (LES) e por vinte inquiridos do curso de Mestrado em Educação Social – Educação e Intervenção ao Longo da Vida (MES- EILV), ambos em funcionamento no ano lectivo 2019/2020 numa escola superior de educação do nordeste de Portugal continental. Após a análise dos dados, suportando-nos em dados estatísticos para as questões fechadas e na análise de conteúdo para as questões abertas, os principais resultados revelam-nos que os estudantes acreditam que o cinema pode ser usado como recurso pedagógico e ser complementado com os conteúdos lecionados em sala de aula. Percebemos também que este recurso pode ser uma grande ajuda a nível profissional e social, devendo ser uma aposta a partir da formação inicial do educador social.
The present study, whose theme is The cinema as a pedagogical resource in the formation of the social educator, aims to understand if cinema can be considered an important pedagogical resource for the initial formation of the social educator, starting from the problem question that guides the research: What contribution, from the perspective of the students, does the cinema have as a didactic-pedagogical resource in the formation of the social educator? Faced with this question we have defined the following objectives: (i) to analyse the potential of cinema as a teaching resource; (ii) to assess the importance of cinema as a teaching-pedagogical resource in a classroom context in higher education; and (iii) to know students' perceptions about the use of films, as teaching and learning methods, in content exploration. The study is of mixed, quantitative and qualitative nature, using the questionnaire survey with closed and open questions, as a tool for data collection. The survey, provided online, was completed by one hundred and fifty-two respondents of both sexes, in a universe of three hundred and eight participants. The sample is of a non-probabilistic nature, for convenience, composed of one hundred and thirty-two respondents from the Degree in Social Education and twenty respondents from the Master's Degree in Social Education - Education and Lifelong Intervention, both operating in the academic year 2019/2020 in a higher education school in the northeast of continental Portugal. After the analysis of the data, supporting us in statistical data for the closed questions and in the content analysis for the open questions, the main results reveal that the students believe that cinema can be used as a pedagogical resource and be complemented with the contents taught in class. We also realize that this resource can be a great help on a professional and social level, and should be a bet from the initial training of the social educator.
The present study, whose theme is The cinema as a pedagogical resource in the formation of the social educator, aims to understand if cinema can be considered an important pedagogical resource for the initial formation of the social educator, starting from the problem question that guides the research: What contribution, from the perspective of the students, does the cinema have as a didactic-pedagogical resource in the formation of the social educator? Faced with this question we have defined the following objectives: (i) to analyse the potential of cinema as a teaching resource; (ii) to assess the importance of cinema as a teaching-pedagogical resource in a classroom context in higher education; and (iii) to know students' perceptions about the use of films, as teaching and learning methods, in content exploration. The study is of mixed, quantitative and qualitative nature, using the questionnaire survey with closed and open questions, as a tool for data collection. The survey, provided online, was completed by one hundred and fifty-two respondents of both sexes, in a universe of three hundred and eight participants. The sample is of a non-probabilistic nature, for convenience, composed of one hundred and thirty-two respondents from the Degree in Social Education and twenty respondents from the Master's Degree in Social Education - Education and Lifelong Intervention, both operating in the academic year 2019/2020 in a higher education school in the northeast of continental Portugal. After the analysis of the data, supporting us in statistical data for the closed questions and in the content analysis for the open questions, the main results reveal that the students believe that cinema can be used as a pedagogical resource and be complemented with the contents taught in class. We also realize that this resource can be a great help on a professional and social level, and should be a bet from the initial training of the social educator.
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Keywords
Cinema Arte Educação Formação inicial do educador social, Educação social