Social Pedagogy in the UK today: findings from evaluations of training and development initiatives

Claire Cameron

doi:10.7179/PSRI_2016.27.10

Autores

Claire Cameron Institute of Education University College London

DOI:

https://doi.org/10.7179/PSRI_2016.27.10

Palavras-chave:

Pedagogia Social, serviços para a infância, avaliação, Reino Unido

Resumo

Desde 2007, ambientes de trabalho baseados na intervenção sócio-pedagógica vêm ocorrendo no Reino Unido. Até aquele ponto, a Pedagogia Social era praticamente desconhecida na formação e nas práticas de serviços junto às crianças. Este artigo sintetiza os resultados de 10 estudos avaliativos que exa- minaram intervenções sócio-pedagógicas correspondentes à formação e ao desenvolvimento de atividades em lares para crianças, assistência social e serviços relacionados. Os resultados são apresentados em rela- ção a quatro tipos de impacto: nos formadores; sobre a organização da aprendizagem; sobre as crianças; e ao contexto mais amplo. Resultados são positivos em todos os quatro tipos de impacto, mas especialmente em relação aos formadores e crianças. A Pedagogia Social emerge para validar e reformular a prática como reflexiva, relacional e agradável que ajuda as crianças a prosperarem em instituições de assistência pública. Um fator-chave para o impacto positivo da formação em Pedagogia Social pode ser o estilo de aprendizagem experiencial adotado por formadores.

Downloads

Não há dados estatísticos.

Biografia Autor

Claire Cameron, Institute of Education University College London

Professor of Social Pedagogy, UCL Institute of Education, London

Referências

Berridge, D, Biehal, N., Lutman, E., Henry, L., & Palomares, M. (2011). Raising the bar? Evaluation of the Social

Pedagogy Pilot Programme in residential children’s homes, Research Report DFE-RR148

Bengtsson, E., Chamberlain, C., Crimmens, D., & Stanley, J. (2008). Introducing social pedagogy into resi- dential child care in England: An evaluation. London: Social Education Trust and National Children’s Bu- reau/National Centre for Excellent in Residential Child Care.

Boddy, J., Statham, J., McQuail, S., Petrie, P. & Owen, C. (2008). Working at the ‘edges’ of care? European mod- els of support for young people and families Final Report, Thomas Coram Research Unit Institute of Edu- cation, University of London

Cameron, C. (2011). Social Pedagogy: What Questions Can We Ask About Its Value and Effectiveness? Chil- dren Australia. 36, 4, 187–198

Cameron, C., & Moss, P. (Eds.) (2011). Social pedagogy and working with children and young people: Where

care and education meet. London: Jessica Kingsley Publishers.

Cameron, C., Petrie, P., Wigfall, V., Kleipoedszus, S., & Jasper, A. (2011). Final Report of the Social Pedagogy pilot programme: development and implementation, Thomas Coram Research Unit Institute of Education University of London

Cameron, C. (2007). New Ways of Educating: Pedagogy and Children’s Services, Thomas Coram Research

Unit, Institute of Education University of London

Cameron, C., McQuail, S., & Petrie, P. (2007). Implementing the social pedagogic approach for workforce training and education in England: a preliminary study. Institute of Education, University of London, London.

Courtioux, M., Davies Jones, H., Jones, J., Kalcher, W., Steinhauser, H., & Tuggerer, H. (eds) (1986) The Social

Pedagogue in Europe: Living with others as a profession. Zurich: FICE.

Cross, S., Hubbard, A. & Munro, E. (2010). Reclaiming Social Work: London Borough of Hackney Children and Young People’s Services. Retrieved from http://www.safeguardingchildrenea.co.uk/wp-content/up- loads/2013/08/Eileen-Munro-Review-of-the-Hackney-Model.pdf

Davies Jones, H. (1994). Social workers, or social educators? The international context for developing social care, National Institute for Social Work international centre paper.

Department for Education and Skills (DfES) (2007). Care Matters: Time for change (Cm 7137) The Stationery

Office.

Eichsteller, G., & Holthoff, S. (2011). Conceptual foundations of social pedagogy: A transnational perspective from Germany. In C. Cameron & P. Moss (Eds.) Social pedagogy and working with children and young people: Where care and education meet. London: Jessica Kingsley Publishers.

Eichsteller, G., & Holthoff, S. (2007). Building a Pedagogic Workforce in Residential Child Care, Retrieved from http://www.thempra.org.uk/downloads/NCERCC_report.pdf (20 February 2015)

Eichsteller, G., & Holthoff, S. (2012). The Art of being a Social Pedagogue: Practice examples of cultural change in children’s homes in Essex, Retrieved ftom http://www.thempra.org.uk/downloads/Essex_Report_2012.pdf, (20 February 2015).

European Commission Childcare Network. (1996). Review of services for young Children in the European Community. Brussels: European Commission Equal Opportunities Unit.

Ferguson, I. (2008). Reclaiming Social Work: Challenging Neo-liberalism and Promoting Social Justice. Lon- don, Sage

Goldstein, H., & Woodhouse, G. (2000). School effectiveness research and educational policy. Oxford Review of Education, 26(3–4)

Kornbeck, J. & Jensen, N. R. (Eds.). (2009). The Diversity of Social Pedagogy in Europe. Bremen: Europaeis- cher Hochschulverlag.

Lorenz, W. (2008). Paradigms and politics: Understanding methods paradigms in an historical context: The case of social pedagogy. British Journal of Social Work, 38, 625–644.

McDermid, S., Trivedi, H., Holmes, L., & Boddy, J. (2014). Evaluation of the Head, Heart, Hands Programme: Introducing social pedagogy into UK foster care: Interim Report, unpublished, University of Loughborough

Meijvogel, R., & Petrie, P. (1996). School age childcare in the European Union: A survey, European Commission Network on Childcare and Other Measures to Reconcile Employment and Family Responsibilities of Men and Women. London.

Milligan, I. (2009). Introducing social pedagogy into Scottish residential child care: An evaluation of the Sycamore

Services social pedagogy training programme. Glasgow, Scotland: Scottish Institute for Residential Child

Care.

Moore, N., Jakhara, M., Bowie, J., & Marriott, J. (2013). Social Pedagogy: A scoping project for Derbyshire

County Council, International Centre for Guidance Studies (iCeGS). University of Derby

Paget, B., Eagle, G., & Citarella, V. (2007). Social Pedagogy and the Young People’s Workforce, A Report for the Department for Education and Skills, Social Care, Children’s Services and Management Associates

CPEA Ltd

Petrie, P. (2013). Social Pedagogy in the UK: Gaining a firm foothold? Education Policy Analysis Archives, 21, 37, Retrieved from http://epaa.asu.edu/ojs/article/viewFile/1339/1104

Roberts, H. (2000). What works in reducing inequalities in child health? – Summary. Retrieved from http://www. barnardos.org.uk/wwhealth.pdf

Roesch-Marsh, A., Cooper, S., & Kirkwood, S. (2015). Social Pedagogy Pilot Project Evaluation Report. Edin- burgh: University of Edinburgh. Retrieved from http://www.camphillscotland.org.uk/media/66289/cam- phill_final_version.pdf

Shaw, I., & Bryderup. I. (2008). Visions for social work research. In I. Bryderup (Ed.), Evidence based and knowl- edge based social work. Danish School of Education. Aarhus University Press.

Smith, M., & Whyte, B. (2008). Social education and social pedagogy: reclaiming a Scottish tradition in social work. European Journal of Social Work, vol 11, no 1, 15-28.

Skinner, K., & Smith, M. (2013). Evaluation of Early Adopters SP Project in Suffolk County Council 2012-13, University of Edinburgh

Skinner, K., & Smith, M. (forthcoming). Evaluation of Camphill Glencraig Tearmann Project, University of Ed- inburgh

Stevens, I. (2010). Social Pedagogy and its links to Holding the Space, Action for Children, Retrieved from https://www.actionforchildren.org.uk/media/52170/holding_the_space_and_its_links_to_social_pedagogy.pdf (February 2015)

Vrouwenfelder, E. (2013). Contextualising the findings - the Orkney Social Pedagogy Evaluation Scottish. Journal of Residential Child Care, 12, 2