Consciência crítica no trabalho social : o papel da identidade social
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Data
2023
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De forma a reparar as desvantagens sociais e as hierarquias impostas pela desigualdade e pelos mitos legitimadores da discriminação, importa para a prática social uma abordagem de consciência crítica. A presente investigação explora o conhecimento que profissionais e estudantes das áreas sociais têm sobre as experiências de opressão, bem como sobre o papel da identidade social nestes sistemas. Foi utilizada uma amostra de 64 participantes, 52 mulheres (81.3%), 10 homens (15.6%) e 2 pessoas não binárias (3.1%). São trabalhadores (29; 45.3%) ou estudantes (25; 39.1%), em áreas de intervenção social. Os participantes responderam a um protocolo de questionários quantitativos através da plataforma online Qualtrics. Foram incluídas medidas sobre a consciência crítica (CC), competência cultural e meritocracia. Para a análise e tratamento dos dados, recorreu-se ao software SPSS versão 28. Os resultados confirmaram que a escolaridade é um forte preditor para aumentar os níveis de CC. Os resultados mostram que quem experiencia maior desigualdade tem níveis mais baixos de CC sobre o classismo, mas que menor crença meritocrática prediz níveis mais elevados de CC. À medida que a crença meritocrática aumenta amplifica-se o efeito negativo da experiência de desigualdade na CC sobre o classismo. Pessoas com um ESS mais baixo revelaram níveis inferiores de CC e de competência cultural. Este efeito é maior quanto maior a adesão a crenças meritocráticas e atenua-se quando a adesão é baixa, no caso da CC, e inverte-se no caso da competência cultural. Salienta-se a importância de considerar intervenções que permitam às pessoas conhecer mais sobre a sua identidade social, de forma a compreender como se sentem na relação com outros grupos sociais e culturalmente diversos e se o grupo social a que pertencem promove as igualdades sociais.
In order to redress social disadvantages and hierarchies imposed by inequality and myths legitimising discrimination, a critical consciousness approach to social practice is important. The present research explores social professionals' and students' knowledge about experiences of oppression as well as the role of social identity in these systems. A sample of 64 participants was used, 52 women (81.3%), 10 men (15.6%) and 2 non-binary people (3.1%). They are either workers (29; 45.3%) or students (25; 39.1%), in social intervention areas. Participants responded to a quantitative questionnaire protocol through the Qualtrics online platform. Measures on critical awareness (CC), cultural competence and meritocracy were included. SPSS version 28 software was used for data analysis and processing. The results confirmed that schooling is a strong predictor for increased levels of CC. Those who experience greater inequality have lower levels of CC on classism, but that lower meritocratic belief predicts higher levels of CC. As meritocratic belief increases the negative effect of the experience of inequality on CC on classism is amplified. People with a lower ESS revealed lower levels of CC and cultural competence. This effect is larger the higher the adherence to meritocratic beliefs and attenuates when adherence is low, in the case of CC, and reverses in the case of cultural competence. The importance of considering interventions that allow people to know more about their social identity, in order to understand how they feel in their relationship with other socially and culturally diverse groups and whether the social group to which they belong promotes social equalities, is highlighted.
In order to redress social disadvantages and hierarchies imposed by inequality and myths legitimising discrimination, a critical consciousness approach to social practice is important. The present research explores social professionals' and students' knowledge about experiences of oppression as well as the role of social identity in these systems. A sample of 64 participants was used, 52 women (81.3%), 10 men (15.6%) and 2 non-binary people (3.1%). They are either workers (29; 45.3%) or students (25; 39.1%), in social intervention areas. Participants responded to a quantitative questionnaire protocol through the Qualtrics online platform. Measures on critical awareness (CC), cultural competence and meritocracy were included. SPSS version 28 software was used for data analysis and processing. The results confirmed that schooling is a strong predictor for increased levels of CC. Those who experience greater inequality have lower levels of CC on classism, but that lower meritocratic belief predicts higher levels of CC. As meritocratic belief increases the negative effect of the experience of inequality on CC on classism is amplified. People with a lower ESS revealed lower levels of CC and cultural competence. This effect is larger the higher the adherence to meritocratic beliefs and attenuates when adherence is low, in the case of CC, and reverses in the case of cultural competence. The importance of considering interventions that allow people to know more about their social identity, in order to understand how they feel in their relationship with other socially and culturally diverse groups and whether the social group to which they belong promotes social equalities, is highlighted.
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Orientação: Joana Cabral
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MESTRADO EM JUSTIÇA JUVENIL E PROTEÇÃO DE CRIANÇAS E JOVENS EM PERIGO, PSICOLOGIA, PSYCHOLOGY, PENSAMENTO CRÍTICO, CRITICAL THINKING, COMPETÊNCIAS CULTURAIS, CULTURAL COMPETENCES, TRABALHO SOCIAL, SOCIAL SERVICES, IDENTIDADE SOCIAL, SOCIAL IDENTITY