The professional recognition of social educators in Portugal
DOI:
https://doi.org/10.7179/PSRI_2026.48.14Keywords:
Social Education, professional recognition, professional identity, profession, perceptionAbstract
The objective of this article is to describe, analyze, and reflect on the self-perception of social educators in relation to the recognition of their professional practice by those involved in educational intervention, public administrations and authorities, employers, the media, other education professionals, the scientific community, the public, and social educators themselves in Portugal. To conduct this study, quantitative and qualitative methodological strategies were applied, including a descriptive survey administered to 333 social educators in Portugal; two focus groups with social educators; and nine unstructured interviews with a Social Education specialists. The results highlight a contradictory reality: on the one hand, insufficient recognition from state and political institutions and the media; and, on the other, growing recognition from academics and other professionals in the social field, and high appreciation from the public, especially those benefiting from the profession. Based on these results, the factors that limit or enhance the recognition of Social Education are identified and compared. It is concluded that, despite the difficulties, the recognition of Social Education as a profession has been notable and progressive in the social, labor and academic spheres in Portugal. Finally, the difficulties and limitations of the study are presented, along with the perspectives it opens for future research.
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