L’ARTICULATION THÉORIE-PRATIQUE DANS LA FORMATION UNIVERSITAIRE EN TRAVAIL SOCIAL
CONTRIBUTION DE LA DIDACTIQUE PROFESSIONNELLE
DOI:
https://doi.org/10.20873/2526-1487V5N2e020008Palavras-chave:
Trabalho social, Dimensão relacional, formação, didática profissional, Relação teoria/práticaResumo
Para assegurar a capacidade de resposta das crescentes necessidades sociais, as instituições de ensino em trabalho social devem promover uma melhor adequação entre teoria e prática. Este é um grande desafio, já que a articulação entre teoria e prática no campo das profissões sócio-educativas coloca limitações particulares devido à dimensão relacional inerente à sua intervenção. A transposição dos conhecimentos profissionais derivados desta dimensão do lado da formação requer, portanto, ferramentas rigorosas de reflexão e análise para fazer justiça à sua complexidade. No campo da educação, desenvolveu-se uma corrente de pensamento que parece ser relevante para a renovação do debate sobre a relação entre teoria e prática: a didática profissional. Com foco na análise do trabalho efetivo dos profissionais, esta abordagem visa uma melhor compreensão dos eixos estruturantes das práticas profissionais, a fim de identificar os conhecimentos empíricos associados a elas. Os conhecimentos práticos podem então ser decompostos em objetos de formação e transpostos para os programas. Antes de delinear os fundamentos da didática profissional, este artigo irá contextualizar os debates actuais na educação para o trabalho social. Finalmente, serão discutidas as contribuições que esta abordagem teórica pode fazer para o campo da formação no trabalho social.
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