Universidade De São Paulo Faculdade De Educação Programa De Pós-graduação Em Educação

Content Provider	Semantic Scholar
Author	Machado, Rodrigo
Copyright Year	2010
Abstract	RIBAS MACHADO, Érico. The development of Social Pedagogy from a comparative perspective: the current situation in Brazil and Spain. 2014. 300f. Thesis (doctoral study) – Faculty of Education, University of São Paulo, 2014. There are various Social Pedagogy traditions (HÄMÄLÄINEN, 2003, p. 4) based on the German pattern that allows the identification of a field of investigation called Compared Social Pedagogy. From this theoretical and methodological perspective, this research aims to investigate the internationalization and consolidation process of Social Pedagogy as an area of knowledge from the Education Sciences in Spain and the more recent construction process of Social Pedagogy in Brazil. Both countries adopt Social Pedagogy as a theoretical framework for Social Education, using it as a scientific discipline, as the foundation for professional education, for research and to characterize a work field. The studies of the Spanish author José Luiz García Garrido (1986) and of the Brazilian Lourenço Filho (1961) were chosen as they provide a better understanding and use of the comparative approach. The research adopts a qualitative approach and the triangulation of methodologies based on Uwe Flick (2009) and Fielding & Schereier (2001), which allow the use of other procedures to access the data and develop the analyses. Jurgen Schriewer (1995) and Roger Dale (2001) provide the basis for the discussion about the internationalization processes of education in order to understand how this happens in Social Pedagogy. The Spanish context was studied taking into consideration the historical path of Social Pedagogy until its institutionalization as a scientific area as well as an area of professional education for Social Educators at higher education. A comparative methodology was used to analyze the programme of the Social Pedagogy Undergraduate Course in Social Education in 10 Spanish universities following Perez Serrano ́s (2003) categorization. The Brazilian context was studied since the Popular Education tradition until the recent claim process for the regulation of Social Education as a profession and the institutionalization of technical and higher education courses for the professional training of Social Educators. The historical process identified in other countries shows that Social Pedagogy takes place in political, social and economic r0upture contexts was observed and the research demonstrates that despite the specific features of each country, in Brazil Social Pedagogy can follow a similar path to that in Spain, facing similar difficulties and resistance.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://teses.usp.br/teses/disponiveis/48/48134/tde-10112014-142130/publico/ERICO_RIBAS_MACHADO_rev.pdf
Alternate Webpage(s)	https://www.teses.usp.br/teses/disponiveis/48/48136/tde-11122019-161446/publico/GEORGE_EWERTON_SANTOS_DE_ALMEIDA.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article