Educadores sociais: princípios para formação em serviço
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23572 |
Resumo: | One of the greatest challenges of social assistance services in Brazil is to provide their professionals with training that, combining theory with practice, enables them to plan effective interventions, with a view to the citizen participation of the children and adolescents they serve. In this sense, the present research aimed to investigate training principles that can support the in-service training of social educators and guide the activity of the trainer of trainers. This work seeks to contribute to the construction of spaces for reflection on the practice of the trainer of trainers, as a professional who has the ability to look at socio-educational practices and the role of the social educator in the face of the reality presented in the daily work. It also seeks to offer reflections so that the trainer can develop training actions for continuous learning, which contribute to the exercise of the profession of social educator and the valorization of team activities, in order to guarantee the link between the planning and the execution of the work before the students. challenges and needs of non-formal education spaces. The investigation was based on eight academic works on the practice of social educators, presented in Master and Doctorate programs of public and private universities in the states of São Paulo and Paraná, between 2004 and 2020. The study, with a qualitative approach, considered the set of concepts constructed by the respective researchers, based on the challenges reported by social educators and, next, systematized the training needs pointed out in the analyzed works. Then, he organized these needs according to the dimension of the training involved, in the light of the proposals of Placco and Silva (2015, p. 26), thus giving greater clarity to the information that substantiated the research problem. Finally, as a result, the work proposes four principles for in-service training of social educators, in order to enable the trainer to better understand how his practice can take place in the work context, by planning consistent actions in the face of presented reality, in order to effectively base in-service training plans |
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Passarelli, Lílian Maria GhiuroBufeti, Dayane Novaes2021-05-03T12:37:12Z2020-12-24Bufeti, Dayane Novaes. Educadores sociais: princípios para formação em serviço. 2020. 98 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23572One of the greatest challenges of social assistance services in Brazil is to provide their professionals with training that, combining theory with practice, enables them to plan effective interventions, with a view to the citizen participation of the children and adolescents they serve. In this sense, the present research aimed to investigate training principles that can support the in-service training of social educators and guide the activity of the trainer of trainers. This work seeks to contribute to the construction of spaces for reflection on the practice of the trainer of trainers, as a professional who has the ability to look at socio-educational practices and the role of the social educator in the face of the reality presented in the daily work. It also seeks to offer reflections so that the trainer can develop training actions for continuous learning, which contribute to the exercise of the profession of social educator and the valorization of team activities, in order to guarantee the link between the planning and the execution of the work before the students. challenges and needs of non-formal education spaces. The investigation was based on eight academic works on the practice of social educators, presented in Master and Doctorate programs of public and private universities in the states of São Paulo and Paraná, between 2004 and 2020. The study, with a qualitative approach, considered the set of concepts constructed by the respective researchers, based on the challenges reported by social educators and, next, systematized the training needs pointed out in the analyzed works. Then, he organized these needs according to the dimension of the training involved, in the light of the proposals of Placco and Silva (2015, p. 26), thus giving greater clarity to the information that substantiated the research problem. Finally, as a result, the work proposes four principles for in-service training of social educators, in order to enable the trainer to better understand how his practice can take place in the work context, by planning consistent actions in the face of presented reality, in order to effectively base in-service training plansUm dos maiores desafios dos serviços socioassistenciais no Brasil é dispor a seus profissionais uma formação que, aliando a teoria à prática, os habilite a planejar intervenções efetivas, com vistas à participação cidadã das crianças e adolescentes por eles atendidos. Nesse sentido, a presente pesquisa teve como objetivo investigar princípios formativos que possam embasar a formação em serviço dos educadores sociais e guiar a atividade do formador de formadores. Este trabalho busca contribuir para a construção de espaços de reflexão sobre a prática do formador de formadores, como um profissional que tenha a capacidade de olhar para as práticas socioeducativas e para o papel do educador social frente à realidade apresentada no cotidiano de trabalho. Busca ainda oferecer reflexões para que o formador possa desenvolver ações formativas de aprendizado contínuo, que contribuam para o exercício da profissão de educador social e a valorização das atividades em equipe, de modo a garantir a vinculação entre o planejamento e a execução do trabalho diante dos desafios e necessidades dos espaços de educação não formal. A investigação tomou como base oito trabalhos acadêmicos sobre a prática do educador social, apresentados em programas de Mestrado e Doutorado de universidades públicas e privadas dos Estados de São Paulo e Paraná, entre 2004 e 2020. O estudo, de abordagem qualitativa, considerou o conjunto de conceitos construídos pelos respectivos pesquisadores, tomando por base os desafios relatados pelos educadores sociais e, a seguir, sistematizou as necessidades formativas apontadas nos trabalhos analisados. Na sequência, organizou tais necessidades conforme a dimensão da formação envolvida, à luz das propostas de Placco e Silva (2015, p. 26), assim conferindo maior clareza às informações que fundamentaram o problema da pesquisa. Por fim, como resultado, o trabalho propõe quatro princípios para a formação em serviço de educadores sociais, com o intuito de possibilitar ao formador uma maior compreensão sobre como sua prática poderá se dar no contexto de trabalho, mediante o planejamento de ações consistentes perante a realidade apresentada, de modo a fundamentar, efetivamente, planos de formação em serviçoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53484/Dayane%20Novaes%20Bufeti.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoFormação do educador socialEducação não formalIdentidade do educador socialSocial educator trainingNon-formal educationIdentity of the social educatorCNPQ::CIENCIAS HUMANAS::EDUCACAOEducadores sociais: princípios para formação em serviçoSocial Educators: Principles for In-Service Traininginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTDayane Novaes Bufeti.pdf.txtDayane Novaes Bufeti.pdf.txtExtracted texttext/plain263483https://repositorio.pucsp.br/xmlui/bitstream/handle/23572/4/Dayane%20Novaes%20Bufeti.pdf.txt74be13fbc4afc53f58cd01841673f4dcMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Educadores sociais: princípios para formação em serviço |
dc.title.alternative.eng.fl_str_mv |
Social Educators: Principles for In-Service Training |
title |
Educadores sociais: princípios para formação em serviço |
spellingShingle |
Educadores sociais: princípios para formação em serviço Bufeti, Dayane Novaes Formação do educador social Educação não formal Identidade do educador social Social educator training Non-formal education Identity of the social educator CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educadores sociais: princípios para formação em serviço |
title_full |
Educadores sociais: princípios para formação em serviço |
title_fullStr |
Educadores sociais: princípios para formação em serviço |
title_full_unstemmed |
Educadores sociais: princípios para formação em serviço |
title_sort |
Educadores sociais: princípios para formação em serviço |
author |
Bufeti, Dayane Novaes |
author_facet |
Bufeti, Dayane Novaes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.contributor.author.fl_str_mv |
Bufeti, Dayane Novaes |
contributor_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.subject.eng.fl_str_mv |
Formação do educador social Educação não formal Identidade do educador social Social educator training Non-formal education Identity of the social educator |
topic |
Formação do educador social Educação não formal Identidade do educador social Social educator training Non-formal education Identity of the social educator CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
One of the greatest challenges of social assistance services in Brazil is to provide their professionals with training that, combining theory with practice, enables them to plan effective interventions, with a view to the citizen participation of the children and adolescents they serve. In this sense, the present research aimed to investigate training principles that can support the in-service training of social educators and guide the activity of the trainer of trainers. This work seeks to contribute to the construction of spaces for reflection on the practice of the trainer of trainers, as a professional who has the ability to look at socio-educational practices and the role of the social educator in the face of the reality presented in the daily work. It also seeks to offer reflections so that the trainer can develop training actions for continuous learning, which contribute to the exercise of the profession of social educator and the valorization of team activities, in order to guarantee the link between the planning and the execution of the work before the students. challenges and needs of non-formal education spaces. The investigation was based on eight academic works on the practice of social educators, presented in Master and Doctorate programs of public and private universities in the states of São Paulo and Paraná, between 2004 and 2020. The study, with a qualitative approach, considered the set of concepts constructed by the respective researchers, based on the challenges reported by social educators and, next, systematized the training needs pointed out in the analyzed works. Then, he organized these needs according to the dimension of the training involved, in the light of the proposals of Placco and Silva (2015, p. 26), thus giving greater clarity to the information that substantiated the research problem. Finally, as a result, the work proposes four principles for in-service training of social educators, in order to enable the trainer to better understand how his practice can take place in the work context, by planning consistent actions in the face of presented reality, in order to effectively base in-service training plans |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-24 |
dc.date.accessioned.fl_str_mv |
2021-05-03T12:37:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Bufeti, Dayane Novaes. Educadores sociais: princípios para formação em serviço. 2020. 98 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23572 |
identifier_str_mv |
Bufeti, Dayane Novaes. Educadores sociais: princípios para formação em serviço. 2020. 98 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
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PUC-SP |
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Brasil |
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Pontifícia Universidade Católica de São Paulo |
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