VIVÊNCIAS, SABERES E PRÁTICAS EDUCATIVAS NO CRAS SÃO SEBASTIÃO EM ABAETETUBA/PA

Abstract

This text results from the field experience that was carried out during the experiences with educational processes in non-formal education institutions and aims to analyze the importance of the role of the teacher in non-school environments in the municipality of Abaetetuba-PA. The field experience took place at the Social Assistance Reference Center (CRAS), a moment in which it was possible to follow, observe and record the pedagogical practice and work as social constructs, in the context of a continuous process in the São Sebastião community. The field research was carried out under the guidance of the qualitative paradigm, using participant observation, written and visual records, interviews with interlocutors and guiding script. The reports contained here are narratives on living the pedagogy in non-formal education environments, conceived from the perspective of a Social Pedagogy as thought by: Freire (1987, 2013), Libâneo, (1998), Caliman (2006), Machado (2002) and Arroyo (2013), which historically contextualize the origin of non-formal education. The research concludes that, in the current scenario, the teacher training requires the knowledge and the ability to deal with situations of subjects and groups in social vulnerability, which demands a specific look and a breadth of the Pedagogy courses curriculum towards the perspective of Social Pedagogy. Therefore, it is concluded that the structure of teacher training courses has remained the same for decades, but the social demands have forced important changes, which contributes to the search for new educational perspectives in non-formal education spaces, considering that living these experiences are also moments of learning about the profession.