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Le Boterf, G. (2003). Desenvolvendo competências profissionais. [Developing Professional Competences.] Porto Alegre: Artmed.

has been cited by the following article:

  • TITLE: School Psychology on the Formation of the Social Educator: Assessment of the Professional Profile

    AUTHORS: Pollianna Galvão, Daniel Carvalho de Matos, Wirna Lima Gomes

    KEYWORDS: School and Educational Psychology, Social Educator, Formation, Professional Profile

    JOURNAL NAME: Creative Education, Vol.9 No.2, February 13, 2018

    ABSTRACT: In Brazilian scenario, the profession of the social educator is recent in the non-formal educative spaces, including institutions which act in benefit of the poorest segments of the population. With the intent to contribute to the discussion on the formation of the social educator, this manuscript seeks to investigate the professional profile resources of social educators from a Brazilian Non-Governmental Organization (NGO) and the possibilities of contribution from the School and Educational Psychology to the consolidation of this profession’s identity. In this study, it was utilized the theoretical-conceptual perspective of historical-cultural Psychology in articulation with the competence approach. Six social educators participated in this study. The first research step consisted of the review and expansion of the social educator’s professional profile proposed by Soares (2008) through a literature review in School and Educational Psychology and institutional visits to a Brazilian NGO, which categorizes six competence resources for the composition of the social educator’s profile: 1) theoretical and conceptual performances; 2) technical and scientific competences; 3) practical knowledge competences; 4) interpersonal competences; 5) ethical competences; 6) esthetical competences. The second step involved the application of the instrument in six social educators. The results indicated predominance in relation to the practical knowledge, interpersonal, ethical and esthetical competences. In counterpoint, the theoretical and conceptual competences and technical and scientific competences were the less evidenced ones, suggesting a profile still undeveloped through paths of initial and continuous formation specific in the field of social education. Against this challenge in research, it is understood that School Psychology may bring contributions to non-formal educative spaces of Third Sector to favor the development and consolidation of the professional identity of the social educator, of the theoretical and conceptual production on the formation and actuation of social educators, as well as the expansion of School and Educational Psychology to differentiated educative spaces.