A atuação do pedagogo em espaços de educação não formal no município de Amargosa - BA

Abstract

It is known that education that is practiced in schools considered regular has its organization planned in a disciplinary manner, most of the time, especially with a curriculum that must be followed by educators through plans and goals to be achieved in a given period of time. Aim: To seek the relevance of the pedagogue's performance in non-formal education spaces in the city of Amargosa-BA, as a way to analyze more closely the work performed by social projects in the municipality. Methods: The research was based on qualitative character, with semi-structured interviews with two professionals graduated in the pedagogy course, who work in two different social projects, the Reading Point which is located in the Urbis II neighborhood and the Beneficent Oasis Association in the Catiara neighborhood , which will have the approach and reflection in data analysis. The theoretical framework that founded this monographic work is based on the approaches of Gohn (2006), Brandão (1998), Libâneo (1999), Gadotti (2005). Results and Discussion: We understand the relevance of these spaces of non-formal education for the community that guides and welcomes subjects for a social transformation, especially the importance of the role of the Pedagogue in this teaching modality, who is prepared to be able to meet the demands of so many challenges, and mishaps. Conclusion: The survey results indicate the need for a special look at these social projects that are mostly excluded, even though they play a fantastic role in the education of children from underprivileged communities with major social challenges.