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O desenvolvimento de competências sociais com crianças em idade escolar: a intervenção do educador social
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Abstract(s)
Este estudo de natureza qualitativa reflete sobre o contributo da intervenção do Educador Social para o desenvolvimento de competências sociais em crianças em idade escolar. O enquadramento teórico baseia-se em perspetivas socioculturais e desenvolvimentistas de autores como Vygotsky, Piaget, Montessori e Bronfenbrenner.
A investigação centrou-se na análise de sete atividades socioeducativas realizadas em contexto não formal, numa associação de solidariedade social no norte de Portugal. Estas atividades tiveram como intencionalidade educativa: (i) analisar as perceções das crianças sobre competências sociais; (ii) implementar e avaliar o impacto de atividades promotoras dessas competências e (iii) refletir sobre a relevância da intervenção do Educador Social em contextos não formais e o seu contributo para o desenvolvimento de competências sociais.
A recolha de dados realizou através de registos em grelhas de observação, registos das "voz da criança” e “reflexões da investigadora”.
Os resultados demonstram que as atividades realizadas em contextos não formais, quando planeadas intencionalmente e acompanhados por técnicos qualificados, favorecem significativamente o desenvolvimento de competências sociais. Estes ambientes promovem experiências educativas marcantes, inclusivas e de grande valor para o desenvolvimento global da criança.
Conclui-se que a integração de metodologias participativas e práticas inovadoras nestes contextos potencia a autonomia, o respeito mútuo e a resiliência das crianças, fornecendo-lhes ferramentas essenciais para a sua plena integração e participação social. Este trabalho realça a importância e o reconhecimento do Educador Social enquanto agente de formação e as potencialidades dos contextos não formais enquanto espaços privilegiados na formação holística da criança.
This qualitative study analyzes the contribution of Social Educators to the development of social skills in school-aged children. The theoretical framework is grounded in sociocultural and developmental perspectives from authors such as Vygotsky, Piaget, Montessori, and Bronfenbrenner. The research focused on seven socio-educational activities carried out in a non-formal setting within a social solidarity association in northern Portugal. The educational intentions of these activities were: (i) to analyze children’s perceptions of social skills, (ii) to implement and assess the impact of activities fostering these skills, and (iii) to reflect on the relevance of the Social Educator’s intervention in non-formal contexts and its impact on developing social skills. Data collection was done through observation grids, “children’s voice” recordings, and the “researcher’s reflections”. Results show that activities in non-formal contexts, when intentionally planned and guided by qualified professionals, significantly promote the development of social skills. These environments provide meaningful, inclusive, and valuable educational experiences for children’s holistic development. The study concludes that integrating participatory methodologies and innovative practices in these contexts enhances children’s autonomy, mutual respect, and resilience, providing essential tools for their full integration and social participation. The work highlights the importance of the Social Educator as a formative agent and the potential of nonformal environments as privileged spaces for holistic child development.
This qualitative study analyzes the contribution of Social Educators to the development of social skills in school-aged children. The theoretical framework is grounded in sociocultural and developmental perspectives from authors such as Vygotsky, Piaget, Montessori, and Bronfenbrenner. The research focused on seven socio-educational activities carried out in a non-formal setting within a social solidarity association in northern Portugal. The educational intentions of these activities were: (i) to analyze children’s perceptions of social skills, (ii) to implement and assess the impact of activities fostering these skills, and (iii) to reflect on the relevance of the Social Educator’s intervention in non-formal contexts and its impact on developing social skills. Data collection was done through observation grids, “children’s voice” recordings, and the “researcher’s reflections”. Results show that activities in non-formal contexts, when intentionally planned and guided by qualified professionals, significantly promote the development of social skills. These environments provide meaningful, inclusive, and valuable educational experiences for children’s holistic development. The study concludes that integrating participatory methodologies and innovative practices in these contexts enhances children’s autonomy, mutual respect, and resilience, providing essential tools for their full integration and social participation. The work highlights the importance of the Social Educator as a formative agent and the potential of nonformal environments as privileged spaces for holistic child development.
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Keywords
Educador social Intervenção socioeducativa Contextos não formais Competências sociais