Prevention, education and transformation versus resolution
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.8/5218 |
Resumo: | professions, and as a hermeneutical philosophy, we assume the interpersonal and intercultural communication as a systematic interpretation of interests of the parties in an interaction and as the will of those involved. In the mediation between different cultural values, the educator and social workers emerge as mediators between social groups and the most diverse public and private institutions, relying on a multi-topical hermeneutics for the realisation of the rights and interests of the groups and subjects involved in the interaction. The purpose of the mediation process is to seek the autonomy of these groups and people, known today as empowerment. If education should be an instrument to promote equal opportunities and an instrument to favour social justice, school should become a fundamental space to legitimize and strengthen values which structure the State which is, however, nowadays increasingly multicultural. In this sense school has to seek forms of intercultural translation as it not only reconstructs cognitive systems but also operates at the level of personal and group identity processes. So, prevention, education and transformation versus resolution is a very important way to promote the empowerment of minorities. The main objective of this text is of an essayistic and pedagogical nature, trying to show, using examples of social workers and social educators who work with teachers in Portuguese schools, other ways of socio-educational intervention besides the action at the end of the line, at the end of the process. The main idea is to underline the importance of education as a process of (trans) formations throughout individual and social life trajectories, seeking autonomy, underlining the importance of prevention versus intervention that many ignore as fundamental for social and educational transformation, which implies thinking not from the social and educational problems and how to solve them, but, on the contrary, educating for its avoidance, educating for citizenship, for the social values how to live together and for an ethics of welcoming and intercultural coexistence. In terms of some results, Social Workers have, according to our study, more resolving concerns; Social Educators seem to be more concerned with a dialogical, mediating, empowering and preventive intervention and finally, therefore more transformative than properly resolving. |
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Prevention, education and transformation versus resolutionEducationPreventionResolutionMediationEmpowermentprofessions, and as a hermeneutical philosophy, we assume the interpersonal and intercultural communication as a systematic interpretation of interests of the parties in an interaction and as the will of those involved. In the mediation between different cultural values, the educator and social workers emerge as mediators between social groups and the most diverse public and private institutions, relying on a multi-topical hermeneutics for the realisation of the rights and interests of the groups and subjects involved in the interaction. The purpose of the mediation process is to seek the autonomy of these groups and people, known today as empowerment. If education should be an instrument to promote equal opportunities and an instrument to favour social justice, school should become a fundamental space to legitimize and strengthen values which structure the State which is, however, nowadays increasingly multicultural. In this sense school has to seek forms of intercultural translation as it not only reconstructs cognitive systems but also operates at the level of personal and group identity processes. So, prevention, education and transformation versus resolution is a very important way to promote the empowerment of minorities. The main objective of this text is of an essayistic and pedagogical nature, trying to show, using examples of social workers and social educators who work with teachers in Portuguese schools, other ways of socio-educational intervention besides the action at the end of the line, at the end of the process. The main idea is to underline the importance of education as a process of (trans) formations throughout individual and social life trajectories, seeking autonomy, underlining the importance of prevention versus intervention that many ignore as fundamental for social and educational transformation, which implies thinking not from the social and educational problems and how to solve them, but, on the contrary, educating for its avoidance, educating for citizenship, for the social values how to live together and for an ethics of welcoming and intercultural coexistence. In terms of some results, Social Workers have, according to our study, more resolving concerns; Social Educators seem to be more concerned with a dialogical, mediating, empowering and preventive intervention and finally, therefore more transformative than properly resolving.IATED AcademyIC-OnlineVieira, Ana Maria de Sousa NevesVieira, Ricardo2020-11-27T17:15:36Z20202020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.8/5218engVieira, A. e Vieira, R. (2020). Prevention, education and transformation versus resolution, ICERI2020 Proceedings 13th International Conference of Education, Research and Innovation, IATED Academy, pp. 6419-6423, 9-10 November, ISBN: 978-84-09-24232-0, ISSN: 2340-1095.978-84-09-24232-02340-1095info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-17T15:50:53Zoai:iconline.ipleiria.pt:10400.8/5218Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:48:52.292819Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Prevention, education and transformation versus resolution |
title |
Prevention, education and transformation versus resolution |
spellingShingle |
Prevention, education and transformation versus resolution Vieira, Ana Maria de Sousa Neves Education Prevention Resolution Mediation Empowerment |
title_short |
Prevention, education and transformation versus resolution |
title_full |
Prevention, education and transformation versus resolution |
title_fullStr |
Prevention, education and transformation versus resolution |
title_full_unstemmed |
Prevention, education and transformation versus resolution |
title_sort |
Prevention, education and transformation versus resolution |
author |
Vieira, Ana Maria de Sousa Neves |
author_facet |
Vieira, Ana Maria de Sousa Neves Vieira, Ricardo |
author_role |
author |
author2 |
Vieira, Ricardo |
author2_role |
author |
dc.contributor.none.fl_str_mv |
IC-Online |
dc.contributor.author.fl_str_mv |
Vieira, Ana Maria de Sousa Neves Vieira, Ricardo |
dc.subject.por.fl_str_mv |
Education Prevention Resolution Mediation Empowerment |
topic |
Education Prevention Resolution Mediation Empowerment |
description |
professions, and as a hermeneutical philosophy, we assume the interpersonal and intercultural communication as a systematic interpretation of interests of the parties in an interaction and as the will of those involved. In the mediation between different cultural values, the educator and social workers emerge as mediators between social groups and the most diverse public and private institutions, relying on a multi-topical hermeneutics for the realisation of the rights and interests of the groups and subjects involved in the interaction. The purpose of the mediation process is to seek the autonomy of these groups and people, known today as empowerment. If education should be an instrument to promote equal opportunities and an instrument to favour social justice, school should become a fundamental space to legitimize and strengthen values which structure the State which is, however, nowadays increasingly multicultural. In this sense school has to seek forms of intercultural translation as it not only reconstructs cognitive systems but also operates at the level of personal and group identity processes. So, prevention, education and transformation versus resolution is a very important way to promote the empowerment of minorities. The main objective of this text is of an essayistic and pedagogical nature, trying to show, using examples of social workers and social educators who work with teachers in Portuguese schools, other ways of socio-educational intervention besides the action at the end of the line, at the end of the process. The main idea is to underline the importance of education as a process of (trans) formations throughout individual and social life trajectories, seeking autonomy, underlining the importance of prevention versus intervention that many ignore as fundamental for social and educational transformation, which implies thinking not from the social and educational problems and how to solve them, but, on the contrary, educating for its avoidance, educating for citizenship, for the social values how to live together and for an ethics of welcoming and intercultural coexistence. In terms of some results, Social Workers have, according to our study, more resolving concerns; Social Educators seem to be more concerned with a dialogical, mediating, empowering and preventive intervention and finally, therefore more transformative than properly resolving. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-27T17:15:36Z 2020 2020-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.8/5218 |
url |
http://hdl.handle.net/10400.8/5218 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Vieira, A. e Vieira, R. (2020). Prevention, education and transformation versus resolution, ICERI2020 Proceedings 13th International Conference of Education, Research and Innovation, IATED Academy, pp. 6419-6423, 9-10 November, ISBN: 978-84-09-24232-0, ISSN: 2340-1095. 978-84-09-24232-0 2340-1095 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
IATED Academy |
publisher.none.fl_str_mv |
IATED Academy |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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