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A literatura infantil no trabalho do educador social em contextos de educação, prevenção e proteção de crianças em risco e perigo
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Orientador(es)
Resumo(s)
Em situações que coloquem crianças em risco e perigo, devem ser adotadas práticas adequadas aos diferentes casos e situações vivenciadas pelos menores. Os profissionais de educação social caraterizam-se pela ação socioeducativa junto de diversos públicos/contextos/situações em prol da inclusão social e do desenvolvimento integral dos indivíduos, contemplando, assim, diversas ferramentas pedagógicas. A literatura infantil apresenta-se com potencial para fomentar o pensamento, a imaginação e o crescimento da criança, constituindo-se como uma ferramenta pedagógica com recursos diversificados e abrangentes, os quais pretendem capacitar e expandir a perceção da realidade junto das crianças.
A presente investigação pretende compreender a importância da literatura infantil no trabalho do educador social, em contextos de educação, prevenção e proteção de crianças em risco e perigo. Em termos metodológicos, assumiu-se uma abordagem qualitativa, através do desenvolvimento de um estudo descritivo e explicativo. Os dados foram recolhidos através de entrevistas semiestruturadas efetuadas a cinco profissionais de educação social que atuam em diferentes contextos de educação, prevenção e proteção de crianças em risco e perigo.
De modo geral, os dados recolhidos vão ao encontro da revisão de literatura, compreendendo-se a literatura infantil como uma ferramenta importante na prática do educador social, tendo em conta a diversidade de recursos, finalidades, abordagens e estratégias que pode mobilizar na intervenção com crianças em risco e perigo.
In situations that put children at risk and in danger, practices appropriate to the different cases and situations experienced by minors must be adopted. Social education professionals are characterized by socio-educational action with diverse audiences/contexts/situations in favor of social inclusion and the integral development of individuals, thus encompassing various pedagogical tools. Children's literature presents itself as having the potential to foster the child's thinking, imagination, and growth, constituting a pedagogical tool with diverse and comprehensive resources, which aim to empower and expand the perception of reality among children. This research aims to understand the importance of children's literature in the work of the social educator, in contexts of education, prevention, and protection of children at risk and in danger. In methodological terms, a qualitative approach was adopted, through the development of a descriptive and explanatory study. Data were collected through semi-structured interviews conducted with five social education professionals who work in different contexts of education, prevention, and protection of children at risk and in danger. In general, the data collected are consistent with the literature review, understanding children's literature as an important tool in the practice of the social educator, considering the diversity of resources, purposes, approaches, and strategies that can be mobilized in interventions with children at risk and in danger.
In situations that put children at risk and in danger, practices appropriate to the different cases and situations experienced by minors must be adopted. Social education professionals are characterized by socio-educational action with diverse audiences/contexts/situations in favor of social inclusion and the integral development of individuals, thus encompassing various pedagogical tools. Children's literature presents itself as having the potential to foster the child's thinking, imagination, and growth, constituting a pedagogical tool with diverse and comprehensive resources, which aim to empower and expand the perception of reality among children. This research aims to understand the importance of children's literature in the work of the social educator, in contexts of education, prevention, and protection of children at risk and in danger. In methodological terms, a qualitative approach was adopted, through the development of a descriptive and explanatory study. Data were collected through semi-structured interviews conducted with five social education professionals who work in different contexts of education, prevention, and protection of children at risk and in danger. In general, the data collected are consistent with the literature review, understanding children's literature as an important tool in the practice of the social educator, considering the diversity of resources, purposes, approaches, and strategies that can be mobilized in interventions with children at risk and in danger.
Descrição
Palavras-chave
literatura infantil educador social educação prevenção e proteção crianças em risco e perigo children’s literature social education education prevention and protection children at risk and in danger