A carregar...
Publicação
A importância do educador social no Brasil
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.27 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Num cenário marcado por desafios sociais e educacionais, o papel do educador social no Brasil revela-se fundamental para a promoção da inclusão e transformação social. O presente estudo investiga a relevância da educação social, de que forma o educador social no Brasil é representado e reconhecido, e quais os desafios que a sua regulamentação e visibilidade enfrentam, como agente de transformação social. Esta investigação teve como objetivos: (i) analisar a situação da profissão de educador social no Brasil; (ii) compreender os desafios que afetam a sua valorização, reconhecimento e regulamentação; (iii) explorar as contribuições deste profissional para o desenvolvimento social; e (iv) identificar o papel das associações e movimentos que defendem e apoiam o reconhecimento da educação social. Para dar resposta aos objetivos definidos, realizouse um estudo, de natureza qualitativa, descritiva e exploratória, que recorre à análise documental. Os resultados demonstram que, apesar da ausência de uma regulamentação nacional unificada, a profissão apresenta uma base sólida de práticas, saberes e articulações coletivas que conferem legitimidade social à atuação do educador social. Evidenciam-se ainda práticas pedagógicas críticas e éticas em territórios vulneráveis, a construção de identidades profissionais híbridas e a atuação significativa em espaços formais e informais. Conclui-se que a consolidação da educação social como campo profissional no Brasil depende da articulação entre reconhecimento institucional e valorização dos saberes produzidos nos territórios, numa perspetiva de justiça social e transformação coletiva.
In a context marked by social and educational challenges, the role of the social educator in Brazil proves to be fundamental to fostering inclusion and social transformation. This study examines the social education relevance, the representation and recognition of social educators in Brazil, and the challenges they face in regulating and enhancing their visibility as social transformation agents. The research aims were: (i) to analyze the situation of the social educator profession in Brazil; (ii) to understand the challenges that affect its appreciation, recognition, and regulation; (iii) to explore the contributions of this professional to social development; and (iv) to identify the role of associations and movements that advocate for and support the recognition of social education. To address the defined objectives, a qualitative, descriptive, and exploratory study was carried out, based on documentary analysis. The results show that, despite the absence of unified national regulation, the profession demonstrates a solid foundation of practices, knowledge, and collective articulations that confer social legitimacy to the work of the social educator. Critical and ethical pedagogical practices in vulnerable territories, the construction of hybrid professional identities, and significant performance in both formal and informal spaces are also highlighted. It is concluded that the consolidation of social education as a professional field in Brazil depends on the articulation between institutional recognition and the appreciation of knowledge produced within the territories, from a perspective of social justice and collective transformation.
In a context marked by social and educational challenges, the role of the social educator in Brazil proves to be fundamental to fostering inclusion and social transformation. This study examines the social education relevance, the representation and recognition of social educators in Brazil, and the challenges they face in regulating and enhancing their visibility as social transformation agents. The research aims were: (i) to analyze the situation of the social educator profession in Brazil; (ii) to understand the challenges that affect its appreciation, recognition, and regulation; (iii) to explore the contributions of this professional to social development; and (iv) to identify the role of associations and movements that advocate for and support the recognition of social education. To address the defined objectives, a qualitative, descriptive, and exploratory study was carried out, based on documentary analysis. The results show that, despite the absence of unified national regulation, the profession demonstrates a solid foundation of practices, knowledge, and collective articulations that confer social legitimacy to the work of the social educator. Critical and ethical pedagogical practices in vulnerable territories, the construction of hybrid professional identities, and significant performance in both formal and informal spaces are also highlighted. It is concluded that the consolidation of social education as a professional field in Brazil depends on the articulation between institutional recognition and the appreciation of knowledge produced within the territories, from a perspective of social justice and collective transformation.
Descrição
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de Mestre em Educação Social e Intervenção Comunitária
Palavras-chave
Educação social Educador social Profissionalização Regulamentação da profissão Brasil Social education Social educator Professionalization Professional regulation Brazil
Contexto Educativo
Citação
Souza, M. (2025). A importância do educador social no Brasil [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. http://hdl.handle.net/10400.21/22503