Axiological Approach in the Training of Students of Social Education Degree
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação & Realidade |
Texto Completo: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/54925 |
Resumo: | In this research, we studied the development of individual values of students of the Social Education degree. The Schwartz Value Survey was applied to 53 students at the beginning and the end of the 2nd academic year. Results showed the following differences on the motivational types between the first and the second moments: Power and Stimulation, a highly statistically significant variation; Achievement, Hedonism, Self-direction, Tradition and Security, a statistically significant variation; Universalism, Benevolence and Conformity, a variation that was not statistically significant. The results are discussed in the light of the axiological conceptual framework that fits the training and the professional practice of social educators. |
id |
UFRGS-9_cbc8dfd6599530015ba781d85cc3021f |
---|---|
oai_identifier_str |
oai:seer.ufrgs.br:article/54925 |
network_acronym_str |
UFRGS-9 |
network_name_str |
Educação & Realidade |
repository_id_str |
|
spelling |
Axiological Approach in the Training of Students of Social Education DegreeEnfoque Axiológico na Formação dos/das Estudantes de Educação SocialEducação Social. Formação Pessoal e Social. Valores.Social Education. Personal and Social Training. Values.In this research, we studied the development of individual values of students of the Social Education degree. The Schwartz Value Survey was applied to 53 students at the beginning and the end of the 2nd academic year. Results showed the following differences on the motivational types between the first and the second moments: Power and Stimulation, a highly statistically significant variation; Achievement, Hedonism, Self-direction, Tradition and Security, a statistically significant variation; Universalism, Benevolence and Conformity, a variation that was not statistically significant. The results are discussed in the light of the axiological conceptual framework that fits the training and the professional practice of social educators.Nesta investigação foi estudado o desenvolvimento de valores individuais de alunos/as da licenciatura em Educação Social. O Questionário sobre Valores Pessoais de Schwartz foi aplicado a 53 estudantes, no início e final do 2º ano curricular. Os resultados evidenciaram que as diferenças entre as duas aplicações apresentam nos tipos motivacionais: Poder e Estimulação, uma variação estatística altamente significativa; Realização, Hedonismo, Autodirecionamento, Tradição e Segurança, uma variação estatística significativa; Universalismo, Benevolência e Conformismo, uma variação sem significância estatística. Os resultados são discutidos à luz do quadro concetual axiológico que enquadra a formação e a prática profissional dos educadores sociais.FACED - UFRGS2017-04-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/54925Educação & Realidade [Education & Reality]; Vol. 42 No. 2 (2017)Educação & Realidade; v. 42 n. 2 (2017)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/54925/48413Copyright (c) 2017 Educação & Realidadeinfo:eu-repo/semantics/openAccessVeiga, SofiaMonteiro, Hugo2018-06-07T18:01:08Zoai:seer.ufrgs.br:article/54925Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-06-07T18:01:08Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Axiological Approach in the Training of Students of Social Education Degree Enfoque Axiológico na Formação dos/das Estudantes de Educação Social |
title |
Axiological Approach in the Training of Students of Social Education Degree |
spellingShingle |
Axiological Approach in the Training of Students of Social Education Degree Veiga, Sofia Educação Social. Formação Pessoal e Social. Valores. Social Education. Personal and Social Training. Values. |
title_short |
Axiological Approach in the Training of Students of Social Education Degree |
title_full |
Axiological Approach in the Training of Students of Social Education Degree |
title_fullStr |
Axiological Approach in the Training of Students of Social Education Degree |
title_full_unstemmed |
Axiological Approach in the Training of Students of Social Education Degree |
title_sort |
Axiological Approach in the Training of Students of Social Education Degree |
author |
Veiga, Sofia |
author_facet |
Veiga, Sofia Monteiro, Hugo |
author_role |
author |
author2 |
Monteiro, Hugo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Veiga, Sofia Monteiro, Hugo |
dc.subject.por.fl_str_mv |
Educação Social. Formação Pessoal e Social. Valores. Social Education. Personal and Social Training. Values. |
topic |
Educação Social. Formação Pessoal e Social. Valores. Social Education. Personal and Social Training. Values. |
description |
In this research, we studied the development of individual values of students of the Social Education degree. The Schwartz Value Survey was applied to 53 students at the beginning and the end of the 2nd academic year. Results showed the following differences on the motivational types between the first and the second moments: Power and Stimulation, a highly statistically significant variation; Achievement, Hedonism, Self-direction, Tradition and Security, a statistically significant variation; Universalism, Benevolence and Conformity, a variation that was not statistically significant. The results are discussed in the light of the axiological conceptual framework that fits the training and the professional practice of social educators. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/54925 |
url |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/54925 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/54925/48413 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação & Realidade info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação & Realidade |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
FACED - UFRGS |
publisher.none.fl_str_mv |
FACED - UFRGS |
dc.source.none.fl_str_mv |
Educação & Realidade [Education & Reality]; Vol. 42 No. 2 (2017) Educação & Realidade; v. 42 n. 2 (2017) 2175-6236 0100-3143 reponame:Educação & Realidade instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Educação & Realidade |
collection |
Educação & Realidade |
repository.name.fl_str_mv |
Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||educreal@ufrgs.br |
_version_ |
1799766986292461568 |