As reconfigurações da educação : a dimensão socioeducativa
Miniatura indisponível
Data
2020
Título da revista
ISSN da revista
Título do Volume
Editora
Edições Universitárias Lusófonas
Resumo
As Ciências da Educação (CE), para sobreviverem e se renovarem, não
podem deixar de constituir-se como um lugar de articulação de interdisciplinaridades várias em torno da Educação. É neste sentido que, para
responder às diversas problemáticas sociais, emerge a Educação Social
entendida como um trabalho social e educativo, numa visão mais ampla
quer de prevenção quer de ressocialização, tendo por base uma lógica
interdisciplinar e transdisciplinar. Assim, no contexto desta problemática,
traçámos para este artigo os seguintes objetivos: (i) repensar, com um
olhar histórico, no quadro das CE, a dimensão socioeducativa da educação; e (ii) refletir sobre os contributos do conhecimento e da investigação
em CE para as políticas e intervenção socioeducativas. Pelas fontes que
compulsámos e pela análise bibliográfica que fizemos, podemos concluir que os vários dispositivos discursivos se foram progressivamente
articulando na problematização e materialização do papel do educador
na esfera da intervenção socioeducativa. E que o lugar da Educação Social, enquanto espaço de intervenção educativa e social, se está a configurar relevante na realidade socioeducativa portuguesa, contribuindo
para alargar o perímetro do Estado de Bem-Estar (Antunes, 2013) e para
una ‘buena vida’, ‘una vida resonante’, de que fala Harmud Rosa (2019).
Palavras-chave:
ciências da educação; educação social; trabalho social e educativo.
The Educational Sciences (EC), in order to survive and renew themselves, cannot fail to constitute itself as a place of articulation of various interdisciplinarities around Education. It is in this sense that, in order to respond to the various social problems, Social Education emerges, understood as a social and educational work, in a broader view of both prevention and resocialization, based on an interdisciplinary and transdisciplinary logic. Thus, in the context of this problem, we have set the following objectives for this article: (i) to rethink, with a historical look, within the framework of the EC, the socio-educational dimension of education; and (ii) reflect on the contributions of knowledge and research in EC to socio-educational policies and intervention. From the sources we compulsed and the bibliographic analysis we made, we can conclude that the various discursive devices were progressively articulated in the problematization and materialization of the role of the educator in the sphere of socio-educational intervention. And that the place of Social Education, as a space for educational and social intervention, is being configured relevant in the Portuguese socio-educational reality, contributing to «widen the perimeter of the welfare state» (Antunes, 2013) and to «a good life,» «a resonant life» of which it speaks Harmud Rosa (2019). Keywords : educational sciences; social education; social and educational work.
The Educational Sciences (EC), in order to survive and renew themselves, cannot fail to constitute itself as a place of articulation of various interdisciplinarities around Education. It is in this sense that, in order to respond to the various social problems, Social Education emerges, understood as a social and educational work, in a broader view of both prevention and resocialization, based on an interdisciplinary and transdisciplinary logic. Thus, in the context of this problem, we have set the following objectives for this article: (i) to rethink, with a historical look, within the framework of the EC, the socio-educational dimension of education; and (ii) reflect on the contributions of knowledge and research in EC to socio-educational policies and intervention. From the sources we compulsed and the bibliographic analysis we made, we can conclude that the various discursive devices were progressively articulated in the problematization and materialization of the role of the educator in the sphere of socio-educational intervention. And that the place of Social Education, as a space for educational and social intervention, is being configured relevant in the Portuguese socio-educational reality, contributing to «widen the perimeter of the welfare state» (Antunes, 2013) and to «a good life,» «a resonant life» of which it speaks Harmud Rosa (2019). Keywords : educational sciences; social education; social and educational work.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO SOCIAL, EDUCATION, SOCIAL EDUCATION