Abstract
School education is progressively becoming a social question and not only a matter of pedagogic nature. The increase of the diversity of the audience present in the school has brought forth policies and differentiating school responses which aim to build a “school for allâ€. In this paper we seek to understand how the growing social tensions which are observed in the form of indiscipline at school are managed, whether towards other social professionals or only towards teachers. This paper presents a comparative study between three educational contexts which comprise socio-pedagogic mediation practices: Educational Context of Early Intervention (Território Educativo de Intervenção Prioritária - TEIP) and two Support Offices for Students and their Families (Gabinetes de Apoio ao Aluno e à FamÃlia - GAAF). In the three cases, there are senior social workers (técnicos superiores de trabalho social - TSTS), social educators, youth workers and social assistants who work with teachers on a daily basis. The research done in this paper focuses mainly on the teachers’ opinion concerning the emergence of these new professions and their socio-pedagogic contribution in the school.
Highlights
Ana VieiraSchool education is progressively becoming a social question and a matter of pedagogic nature
The democratisation of education in Portugal, after the revolution carried out on the 25th of April of 1974, the declaration of Salamanca (1994) which resulted from the meeting involving 92 governments and 25 international organizations in order to promote Education for All, and the consecutive reforms to the educational system in Portugal opened the school up to different social groups and various cultures, usually kept away from the school logic, increasing social tensions in educational contexts and making it necessary to find other types of responses which were less familiar to teachers
Within the scope of the three educational contexts which were studied, the question “How do primary and secondary school teachers view the inclusion of TSTS in the school staff?”, both the questionnaires presented and the interviews conducted clearly show that teachers take on the role of learning and knowledge mediators, and even of sociopedagogic mediators, they welcome the integration of TSTS in the Educational Contexts, to work together on the development of each educational project, because they feel they do not have the skills to solve the social tensions and the problems related to students‟ family lives
Summary
School education is progressively becoming a social question and a matter of pedagogic nature. This paper presents a comparative study between three educational contexts which comprise socio-pedagogic mediation practices: Educational Context of Early Intervention (Território Educativo de Intervenção Prioritária - TEIP) and two Support Offices for Students and their Families (Gabinetes de Apoio ao Aluno e à Família - GAAF). There are senior social workers (técnicos superiores de trabalho social - TSTS), social educators, youth workers and social assistants who work with teachers on a daily basis. The research done in this paper focuses mainly on the teachers‟ opinion concerning the emergence of these new professions and their socio-pedagogic contribution in the school.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
