Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Bufeti, Dayane Novaes |
| Orientador(a): |
Passarelli, Lílian Maria Ghiuro |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
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 |
