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A clarificação dos sentidos da Educação Social – que aqui se
afirma “transformadora e transformativa” quanto aos fins da ação e da investigação,
educativa e participativa quanto aos processos adotados - antecede
a reflexão sobre a dimensão relacional da ação do educador social.
Uma relação afetiva e co-construída que perspetive a mudança pessoal e
social de forma crítica e reflexiva, e onde o projeto de Educação Social se
vai apoiar, exige do próprio educador social, enquanto pessoa, uma atitude
igualmente reflexiva e capaz de integrar o pensamento crítico com a prática
quotidiana.
Clarifying the meanings of Social Education – here stated as ”transforming and transformative” concerning the ends of both action and research, as well as educational and participative in what comes to the processes adopted – precedes the reflection about the relational dimension within the social educator’s action. An affective and co-constructed relation, pursuing personal and social change through a critical and reflexive approach, which sustains the social education project, demands from the social educator himself, as a person, an equally reflexive attitude, capable of integrating critical thought within hers/his everyday practice.
Clarifying the meanings of Social Education – here stated as ”transforming and transformative” concerning the ends of both action and research, as well as educational and participative in what comes to the processes adopted – precedes the reflection about the relational dimension within the social educator’s action. An affective and co-constructed relation, pursuing personal and social change through a critical and reflexive approach, which sustains the social education project, demands from the social educator himself, as a person, an equally reflexive attitude, capable of integrating critical thought within hers/his everyday practice.
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Educação Social projeto relação transformação reflexividade Social Education project relationship transformation reflexivity