Animación sociocultural

Book Review: Addressing Socio-Cultural Animation as Community Based Social Work with Street Children in Maputo, Mozambique. Miguel L. Marrengula. (2012)

by Xavier Úcar

Úcar, X (2012) Book Review: Addressing Socio-Cultural Animation as Community Based Social Work with Street Children in Maputo, Mozambique.  Miguel L. Marrengula. http://dx.doi.org/10.1080/13691457.2012.687168. European Journal of Social Work

Book Review: Addressing Socio-Cultural Animation as Community Based Social Work with Street Children in Maputo, Mozambique. Miguel L. Marrengula. (2012)

by Xavier Úcar

Úcar, X (2012) Book Review: Addressing Socio-Cultural Animation as Community Based Social Work with Street Children in Maputo, Mozambique.  Miguel L. Marrengula. http://dx.doi.org/10.1080/13691457.2012.687168. European Journal of Social Work

O ANIMADOR SOCIOCULTURAL NA ESELX: EM DIRECÇÃO A UMA FORMAÇÃO QUALIFICANTE

by Paulo Maurício

Co-authored with Ana Teodoro; presented in V Conference of the CIED – School and Community at Lisbon School of Education (ESELx)

In the present study the authors intend to discuss the training, regarding scientific knowledge, of sociocultural... more In the present study the authors intend to discuss the training, regarding scientific knowledge, of sociocultural animators at Escola Superior de Educação de Lisboa (ESELx). The identification of the requirements for training sociocultural animators to work in a diversity of educational settings, under the scope of socioscientific issues involving communities and in which communities are involved, is undertaken. A set of themes, issues and fields of work insufficiently treated in the literature but which have gained social relevance is proposed. Their relation with a qualified intervention of the sociocultural animators is analysed. Based upon three main axes - scientific literacy, science as culture, work within non formal education spaces - changes in the curriculum for training sociocultural animators are proposed.

QUALIFIED INTERVENTION/QUALIFYING FORMATION: THE SOCIO-CULTURAL ANIMATOR IN A SCIENCE BASED SOCIETY

by Paulo Maurício

Co-authored with Ana Teodoro. Published in ICERI2011 Proceedings: ISBN: 978-84-615-3324-4; Presented in Madrid ICERI 2011.

An education promoting scientific literacy (SL) that prepares the citizens to a responsible citizenship has persisted... more An education promoting scientific literacy (SL) that prepares the citizens to a responsible citizenship has persisted as an argument across discussions on curricula design. The ubiquity of science and technology on contemporary societies and the ideological requirement of informed democratic participation led to the identification of relevant categories that drive curriculum reforms towards a humanistic approach of school science. The category ‘Science as culture’ acquires in the current work a major importance: it enlightens the meaning of scientific literacy.
Looking closely to the French term, culture scientifique et tecnologique, turns science simultaneously into a cultural object and product that can be both received and worked at different levels and within several approaches by the individuals and the communities.
On the other hand, nonformal and informal education spaces gain greater importance. Together with the formal school environment these spaces allow for an enrichment and diversification of learning experiences. Examples of nonformal spaces where animators can develop their work may be science museums or botanical gardens; television and internet can be regarded as informal education spaces. Due to the above mentioned impossibility of setting apart the individual or community-based experiences from Science and Technology (S&T), the work in nonformal and informal spaces sets an additional challenge to the preparation of socio-cultural animators. Socio-scientific issues take, at times, heavily relevance within the communities. Pollution, high tension lines, spreading of diseases, food contamination or natural resources conservation are among the socio-scientific issues that often call upon arguments and emotions.
In the context of qualifying programmes on socio-cultural animation (social education and community development) within European Higher Education Area (EHEA) the present study describes the Portuguese framework. The comparison of programmes within Portugal aims to contribute to the discussion on the curriculum design for a socio-cultural animator degree (1st cycle of Bologna process). In particular, this study intends to assess how the formation given complies with enabling animators to work, within multiple scenarios, with communities in situations of socio-scientific relevance. A set of themes, issues and both current and potential fields of action, not described or insufficiently described in literature, is identified and analysed in the perspective of a qualified intervention of animators. One of these examples is thoroughly discussed. Finally, suggestions are made about curriculum reforms in order, if possible, to strongly link the desired qualified intervention with a qualifying formation.

El Estatuto Epistemológico De La Animación Sociocultural

by Xavier Úcar

• ÚCAR, X. (1994) "El estatuto epistemológico de la animación sociocultural.", pp. 161-183. Teoría de la educación. Revista interuniversitaria. Vol. VI. Universidad de Salamanca.

La complejidad de las acciones socioeducativas: animación sociocultural y procesos de sistematización (1998)

by Xavier Úcar

• ÚCAR, X. (1998) “La complejidad de las acciones socioeducativas: animación sociocultural y procesos de sistematización”. Pp. 72/25-72/34. GAIRIN, J./FERRANDEZ, A. (1998) Planificación y gestión de instituciones de formación. Ed. Praxis. Barcelona.

La evaluación de la animación sociocultural (1997)

by Xavier Úcar

• X. ÚCAR (1997) “La evaluación de la animación sociocultural”, pp. 193-209, en TRILLA, J. (Coord.) Animación sociocultural. De. Ariel. Barcelona. (ISBN: 84-344-2606-4)

Los programas de animación sociocultural (1995)

by Xavier Úcar

• ÚCAR, X. (1995) "Los programas de animación sociocultural", pp. 32-38. Claves de Educación Social. Noviembre. Universidad del País Vasco.

Prólogo: Elegir la animación sociocultural (2011)

by Xavier Úcar

ÚCAR, X. (2011) “Prólogo: Elegir la animación sociocultural” pp. 29-36. En FIGUERAS, P. Los técnicos superiores en animación sociocultural y su inserción en el Mercado de trabajo. Madrid. Editorial CCS. (ISBN: 978-84-9842-717-2)

Recopilación bibliográfica sobre Animación sociocultural (1988)

by Xavier Úcar

L’animació sociocultural (2001)

by Xavier Úcar

• ÚCAR, X. (2001) “L’animació sociocultural”, pp. 129-137, en MALLART, J.; TEIXIDÓ, M.; VILANOU, C. (Ed.) Repensar la pedagogía, avui. Institut d’Estudis Catalans/ EUMO editorial. Barcelona. (ISBN: 84-7283-609-6; ISBN: 84-7602-828-8)

Medio siglo de animación sociocultural en España: balance y perspectivas (2002)

by Xavier Úcar

Úcar, X. (2002) “Medio siglo de animación sociocultural en España: Balance y perspectivas”, 21 páginas. Revista Iberoamericana de educación. Edición digital.. (Publicación (10/VII)

Animación sociocultural y modelos de intervención socioeducativa (2005)

by Xavier Úcar

• ÚCAR,  X. (2005) “Animación sociocultural y modelos de intervención socioeducativa” pp. 37-51. Aprender, Portalegre.  Revista da Escola Superior de Educaçao de Portalegre. Nº 30. Diciembre  (ISNN: 0871-1267).

¿Qué demandas hace la sociedad a los animadores socioculturales? (2007)

by Xavier Úcar

Jornal A pagina da Educaçao. Edición digital. Nº 171. Octubre. pàg. 5.

Materiales didácticos y “utillaje profesional” en la animación y dinamización sociocultural. Una visión del estado de la cuestión (2010)

by Xavier Úcar

• ÚCAR, X. (2010) “Materiales didácticos y “utillaje profesional” en la animación y dinamización sociocultural. Una visión del estado de la cuestión”. Pp. 145-153, en ÁREA, M.; PARCERISA, A.; RODRIGUEZ, J. (Coords.) Materiales y recursos didácticos en contextos comunitarios. Barcelona: Graò. (ISBN: 978-84-7827-930-2).

Animació sociocultural, complexitat i models d’intervenció (1997)

by Xavier Úcar

• ÚCAR, X. (1997) “Animació sociocultural, complexitat i models d’intervenció”, pp. 85-107. Educación Social. Revista de intervención socioeducativa. Nº 5. Enero-abril. Institut de Formació de la Fundació Pere Tarrés.

La lectura en l'animació sociocultural

by Xavier Mínguez López

Edetania. Estudios y propuestas, núm. 21, Edetania ediciones, Godella, 2005

Aquest article tracta de la relació entre l'animació a la lectura i l'animació sociocultural. Fa diverses propostes... more Aquest article tracta de la relació entre l'animació a la lectura i l'animació sociocultural. Fa diverses propostes sobre animació lectora en l'àmbit de la formació no reglada amb algunes activitats que conjuguen tots dos enfocaments.