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Abstract(s)
A atuação do Educador Social em sistemas e serviços de apoio à incapacidade tem vindo a ser uma realidade cada vez mais presente no contexto nacional. O valor imprescindível da educação social nos serviços de apoio à incapacidade, resulta da compatibilidade entre a essência da profissão - a promoção dos direitos da cidadania – e os principais desígnios da inclusão que apontam para a valorização da autonomia, da autodeterminação e da participação social (Weber, 2011). Apesar da sua importância, a identidade e modus operandi deste profissional no seio das equipas de apoio ainda é pouco discutida. Com este estudo pretendeu-se explorar o perfil de atuação dos educadores sociais nos diferentes contextos de apoio e inclusão das pessoas com incapacidade. Para o efeito, realizou-se uma revisão por scoping acompanhada de um estudo de caso, com o objetivo de encontrar, com base na literatura e através da auscultação dos profissionais, que aspetos definem a identidade e atuação deste profissional no âmbito da incapacidade. Foram, assim, analisados 24 textos científicos que abordavam o papel do educador social nos serviços de apoio e realizadas 10 entrevistas a técnicos superiores de educação social com experiência neste domínio de atuação. Personificando os modelos socio-ecológicos na abordagem à incapacidade, o educador social assume na sua pratica como principais objetivos o desenvolvimento da autonomia e autodeterminação - preconizando o envolvimento do próprio na sua transformação e a estimulação do pensamento critico –; o apoio à advocacia dos próprios e família no cumprimento dos seus direitos e no seu empoderamento para uma cidadania ativa; e – na comunidade – a educação da sociedade e a avaliação dos serviços e projetos sociais quanto à garantia de acessibilidade e participação de indivíduos com incapacidade. De um modo correspondente a estes objetivos, os aspetos identitários do educador social convergiram para o empoderamento da pessoa e a unificação das intervenções – através de um olhar integrado e holístico da pessoa e dos contextos e do seu poder de versatilidade e mediação.
The role of the Social Educator in disability support systems and services has become an increasingly present reality in the national context. The essential value of social education in disability support services results from the compatibility between the essence of the profession - the promotion of citizenship rights - and the main purposes of inclusion that point to the enhancement of autonomy, self-determination, and social participation (Weber, 2011). Despite its importance, the identity and modus operandi of this professional within the support teams is still little discussed. This study aimed was to explore the role of social educators in different contexts of support and inclusion of people with disabilities. For this purpose, a scoping review was carried out, accompanied by a case study, to find, based on the literature and through the consultation of professionals, which aspects define the identity and performance of this professional in the context of disability. Thus, 24 scientific texts that addressed the role of the social educator in support services were analyzed, and 10 interviews were conducted with superior technicians of social education with experience in this field of activity. Embodying the socio-ecological models in the approach to disability, the social educator assumes as main objectives in his practice the development of autonomy and self-determination - advocating the involvement of the individual in its transformation and the stimulation of critical thinking -; supporting the advocacy of themselves and their families in fulfilling their rights and empowering them for an active citizenship; and – in the community – the education of society and the evaluation of services and social projects regarding the guarantee of accessibility and participation of individuals with disabilities. In a way corresponding to these objectives, the identity aspects of the social educator converged towards the empowerment of the person and the unification of interventions – through an integrated and holistic look at the person and the contexts and their power of versatility and mediation.
The role of the Social Educator in disability support systems and services has become an increasingly present reality in the national context. The essential value of social education in disability support services results from the compatibility between the essence of the profession - the promotion of citizenship rights - and the main purposes of inclusion that point to the enhancement of autonomy, self-determination, and social participation (Weber, 2011). Despite its importance, the identity and modus operandi of this professional within the support teams is still little discussed. This study aimed was to explore the role of social educators in different contexts of support and inclusion of people with disabilities. For this purpose, a scoping review was carried out, accompanied by a case study, to find, based on the literature and through the consultation of professionals, which aspects define the identity and performance of this professional in the context of disability. Thus, 24 scientific texts that addressed the role of the social educator in support services were analyzed, and 10 interviews were conducted with superior technicians of social education with experience in this field of activity. Embodying the socio-ecological models in the approach to disability, the social educator assumes as main objectives in his practice the development of autonomy and self-determination - advocating the involvement of the individual in its transformation and the stimulation of critical thinking -; supporting the advocacy of themselves and their families in fulfilling their rights and empowering them for an active citizenship; and – in the community – the education of society and the evaluation of services and social projects regarding the guarantee of accessibility and participation of individuals with disabilities. In a way corresponding to these objectives, the identity aspects of the social educator converged towards the empowerment of the person and the unification of interventions – through an integrated and holistic look at the person and the contexts and their power of versatility and mediation.
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Keywords
Educador Social Deficiência Incapacidade Necessidades educativas especiais Necessidades de suporte adicionais Sistemas de Suporte Reabilitação Social Educator Social Worker Special Needs Additional Support Needs Disability Impairments Disease Rehabilitative services
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação