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Abstract(s)
Com o presente texto pretende-se contribuir para o debate em torno da
importância da ENF (Educação Não Formal) em contexto escolar, em concreto a
importância da intervenção nos recreios escolares como estratégia de combate à
violência e conflitualidade na escola. A análise apresentada é sustentada num projeto
de estágio definido e implementado no último ano de licenciatura em Animação
Sociocultural (ASC), da ESELx. O projeto teve o seu desenvolvimento em contexto
escolar, concretamente na animação de recreios, partindo da priorização das
problemáticas diagnosticadas, que enfatizam as situações de violência na escola e os
problemas de convivialidade entre pares, concretamente no momento e espaço dos
recreios, reforçadas pela ausência de planos de intervenção da responsabilidade da
escola e dos docentes.
A definição de estratégias de intervenção alicerçadas na ENF e os resultados da
intervenção ocupam parte central do texto, na medida em que neles se sustenta a
afirmação da importância da ENF em contexto escolar, como domínio de intervenção
fundamental para o desenvolvimento de uma educação, que considere as
experiências escolares dos alunos na sua globalidade. Por outro lado, os resultados
conferem consistência à ideia da intervenção alicerçada na ENF em
complementaridade com a EF (Educação Formal) na promoção da participação dos
alunos nas atividades escolares, reconhecendo-lhes centralidade e capacidade para
coletivamente contribuírem para a construção de uma melhor escola. Por fim, a
conclusão relativa ao reconhecimento do contexto escolar como locus de
desenvolvimento da prática profissional da ASC.
Abstract With this paper we intend to contribute to the debate on the importance of Non Formal Education in schools, particularly the intervention in school playgrounds’ importance as a violence and conflict preventive strategy in school. The analysis is supported by intervention project implemented in the final year of degree in Sociocultural Animation, ESELx. The prioritization of the diagnosed problems, emphasized violent situations in school and relational problems among pupils, particularly at the playground. These problems were reinforced by the absence of an intervention plan. The project had its development in the school context, specifically playground animation, with strategies intervention definition grounded in Non Formal Education. The intervention results occupy the central part of the text as an ilustration of Non Formal Education importance in the school context intervention, and as as key policy for the development of an education that consider students school experiences as a whole. Moreover, the results provide consistency to the idea of intervention grounded in Non Formal Education in complementarity with Formal Education, to promote student participation in school, and recognize their centrality and ability to contribute collectively to build a better school. Finally, the conclusion regarding the recognition of the school context as the locus of development of the professional practice of social workers.
Abstract With this paper we intend to contribute to the debate on the importance of Non Formal Education in schools, particularly the intervention in school playgrounds’ importance as a violence and conflict preventive strategy in school. The analysis is supported by intervention project implemented in the final year of degree in Sociocultural Animation, ESELx. The prioritization of the diagnosed problems, emphasized violent situations in school and relational problems among pupils, particularly at the playground. These problems were reinforced by the absence of an intervention plan. The project had its development in the school context, specifically playground animation, with strategies intervention definition grounded in Non Formal Education. The intervention results occupy the central part of the text as an ilustration of Non Formal Education importance in the school context intervention, and as as key policy for the development of an education that consider students school experiences as a whole. Moreover, the results provide consistency to the idea of intervention grounded in Non Formal Education in complementarity with Formal Education, to promote student participation in school, and recognize their centrality and ability to contribute collectively to build a better school. Finally, the conclusion regarding the recognition of the school context as the locus of development of the professional practice of social workers.
Description
Keywords
Animação de recreios Educação não-formal Animação sociocultural School playground intervention Non-formal education Social and cultural development
Pedagogical Context
Citation
Campos, Joana & Costa, Susana (2014) Animação de recreios: projeto de intervenção em contexto escolar. Interacções,10(29), pp 95-119
Publisher
Escola Superior de Educação de Santarém