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Itinerários de aprendizagem profissional em Educação Social
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Abstract(s)
O presente trabalho propõe uma reflexão teórica sobre os processos de desenvolvimento profissional dos educadores sociais. Esta proposta afigura-se como uma primeira fase de um trabalho mais vasto que pressupõe a construção de instrumentos de recolha de dados que deem voz aos educadores sociais com o objetivo de perceber como se traçam os itinerários de desenvolvimento profissional, os aspetos identificados como fatores preponderantes na construção de uma identidade profissional própria e complementar de outras que caracterizam os profissionais que partilham espaços de intervenção. A construção desta reflexão teórica ocorre na intersecção de contributos e modelos conceptuais desenvolvidos em áreas profissionais dos domínios da educação, do cuidado e da literatura disponível sobre a profissionalidade da Educação Social. Neste processo, como resultados da análise da literatura consultada, destacam-se como áreas fundamentais a formação pós-graduada e contínua, a ligação a instituições de formação, nomeadamente no que diz respeito ao acolhimento de estagiários, a importância das associações profissionais e, para terminar, as questões éticas e deontológicas inerentes ao exercício profissional.
This work proposes a theoretical reflection on the professional development processes of social educators. This proposal appears as the first phase of a broader work that presupposes the construction of data collection instruments that give voice to social educators in order to understand how professional development itineraries are drawn, the aspects identified as preponderant factors in the construction of their own professional identity and complementary to others that characterize professionals who share spaces of intervention. The construction of this theoretical reflection takes place at the intersection of contributions and conceptual models developed in professional areas in the fields of education, care and available literature on the professionality of Social Education. In this process, as a result of the analysis of the literature consulted, we can conclude that the key areas that stand out are: postgraduate and continuous training, the connection to training institutions, namely with regard to the reception of trainees, the importance of professional associations and, to finish, the ethical and deontological issues inherent to professional practice
This work proposes a theoretical reflection on the professional development processes of social educators. This proposal appears as the first phase of a broader work that presupposes the construction of data collection instruments that give voice to social educators in order to understand how professional development itineraries are drawn, the aspects identified as preponderant factors in the construction of their own professional identity and complementary to others that characterize professionals who share spaces of intervention. The construction of this theoretical reflection takes place at the intersection of contributions and conceptual models developed in professional areas in the fields of education, care and available literature on the professionality of Social Education. In this process, as a result of the analysis of the literature consulted, we can conclude that the key areas that stand out are: postgraduate and continuous training, the connection to training institutions, namely with regard to the reception of trainees, the importance of professional associations and, to finish, the ethical and deontological issues inherent to professional practice
Description
Keywords
Educação Social Desenvolvimento Profissional Identidade Profissional.
Citation
Baía, Joana Salgado; Bergano, Sofia (2021). Itinerários de aprendizagem profissional em Educação Social. In XVI Congresso Internacional Galego-Português de Psicopedagogia: livro de atas. Braga: Universidade do Minho. p. 1680-1691. ISBN 978-989-8525-71-0
Publisher
Universidade do Minho