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Previous issue date: 2010-06-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This thesis concerns the problem about the pedagogue actuation in the social education into
no scholars places. It search to understand the context and the social pedagogue role to his
praxis and formation that enlarger the possibilities of the social educative practices into no
scholars places. In this direction, we developed an investigation about the actuation of the
pedagogues-educators in Natal city, in the 2007-2010 periods, into Municipal Secretary of the
Labor and Social Assistance (SEMTAS). Considering that pedagogues are regularly attached
in social educators profession as municipals public employees, we re the objective to evaluate
their role into the social executed in the no scholars places, with the focus in the
environmental dimensions of theirs work s places, pedagogical organization, institutional
management and the professional formation. It privileged in this research the Specialized
Reference Center of Social Assistance II (CREAS II), the Passages Houses I, II and III, the
Social-Educative Measures in Open Environment Execution Program of Natal city
(PENSEMA) and the Pitimb? Educational Center (CEDUC-Pitimb?). To realize this study it
developed a research with qualitative nature by critic ethnography approach privileging those
information collected with the social pedagogue-educators of the mentioned places. Through
the methodological procedures adopted; beyond the bibliographical review we remarked the
documental research, the semi-structured interview, the questionnaires-routes and the field
observations. The analytical results revealed that the politics to the social education in Brazil
historically came been dimensioned by the fight of social movements demanding the
fundamental rights to the excluded people; that the SEMTAS politics of social education
present a relative basic social protection to the excluded children and young people specially
into law view; that the politics of social education in Natal city it s close of the logic of
sanitarian attention about the disadvantaged groups; that the conceptual, methodological and
formatives fragilities needs to the social pedagogues-educators praxis into non scholars places
made difficult the operation capacity of a educative proposition anchored in a institutional
action guided by the idea of emancipator education; that the SEMTAS take face several
difficulties to developed a web assistance as preview in the reception proposition elaborated
by the social pedagogues-educators. However in despite the tensions we remarked the value
of this potentiality to the non scholar social education in her attempt to constitute herself in a
legitimate space to the pedagogue professional actuation. In despite the obstacles to work and
formation quotidian, across those non scholar spaces in the municipalities institutes to the
social politics, it demonstrated personal sensibility and professional creativity in learning
mediations and educative action to the children and younger derived from exclusion process
and the social iniquities / Esta tese aborda a problem?tica da atua??o do pedagogo na Educa??o Social realizada em
espa?os n?o escolares. Busca-se compreender o lugar e o fazer do pedagogo social para
oferecer reflex?es de pr?xis e de forma??o que ampliem as possibilidades da pr?tica educativa
social em Espa?os N?o Escolares. Nesse sentido, desenvolvemos uma investiga??o sobre a
atua??o de Pedagogos-Educadores Sociais, junto ? Prefeitura Municipal do Natal.
Privilegiamos a Secretaria Municipal de Trabalho e Assist?ncia Social (SEMTAS) por seus
Pedagogos estarem vinculados regularmente ? profiss?o de Educadores Sociais na condi??o
de servidores p?blicos efetivos em Natal-RN. A Tese objetiva desenvolver uma avalia??o do
papel do pedagogo na Educa??o Social realizada nos espa?os n?o escolares da SEMTAS em
Natal-RN, no per?odo de 2007 a 2010, enfocando as dimens?es ambiente f?sico-institucional,
organiza??o pedag?gica, gest?o institucional e forma??o. Em outras palavras, busca-se
conhecer, compreender e avaliar os espa?os de Educa??o Social em Natal, real?ando a
legitimidade da atua??o do Pedagogo nesses Espa?os N?o Escolares. Privilegiamos nesta
pesquisa o Centro de Refer?ncia Especializado de Assist?ncia Social (CREAS II), as Casas de
Passagens I, II e III, o Programa de Execu??o de Medidas S?cio-Educativas em Meio Aberto
da Cidade do Natal (PENSEMA) e o Centro Educacional Pitimb? (CEDUC-Pitimb?). Para
realizar o estudo, desenvolveu-se pesquisa de natureza qualitativa, por meio da abordagem
etnogr?fica cr?tica, privilegiando as informa??es coletadas junto aos Pedagogos-Educadores
Sociais desses espa?os citados. Dentre os procedimentos metodol?gicos que materializaram a
pesquisa, destacamos revis?o bibliogr?fica, pesquisa documental, entrevistas semiestruturadas,
question?rio-roteiro, observa??o, fotografias e di?rio de campo. Os resultados
das an?lises revelaram que as pol?ticas destinadas ? Educa??o Social no Brasil,
historicamente, v?m sendo dimensionadas por meio da luta dos Movimentos Sociais que
reivindicam os direitos fundamentais dos exclu?dos; que a pol?tica de Educa??o Social da
SEMTAS apresenta como aspecto mais importante a relativa prote??o social b?sica de
crian?as e jovens exclu?dos pela ?tica do direito; que a pol?tica de educa??o social do exclu?do
em Natal-RN se aproxima da l?gica da aten??o sanitarista; que as fragilidades conceitual,
metodol?gica, democr?tica e formativa necess?rias ?s pr?xis dos Pedagogos-Educadores
Sociais em Espa?os N?o Escolares dificultam a operacionalidade de uma proposta educativa
ancorada em um processo intencional possibilitador da educa??o emancipadora; que a
SEMTAS enfrenta in?meras dificuldades para desenvolver o atendimento em rede previsto na
proposta de acolhimento dos Pedagogos-Educadores Sociais; por?m, apesar das tens?es,
ressaltamos o valor dessa possibilidade de educa??o social n?o escolar pela tentativa de se
constituir em espa?o leg?timo de atua??o do pedagogo, que apesar dos obst?culos do cotidiano
do trabalho e da forma??o, t?m demonstrado sensibilidade e criatividade na media??o positiva
de aprendizagens sobre consci?ncia com a diversidade, consci?ncia das injusti?as e a
possibilidade da transforma??o social
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14284 |
| Date | 30 June 2010 |
| Creators | Tavares, Andrezza Maria Batista do Nascimento |
| Contributors | CPF:25348787949, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783992T8, Toscano, Geov?nia da Silva, CPF:51192870425, http://lattes.cnpq.br/5215765397026167, Caminha, Iraquitan de Oliveira, CPF:36073385404, http://lattes.cnpq.br/0554271319840687, Barbosa J?nior, Walter Pinheiro, CPF:56728069453, http://lattes.cnpq.br/7532911538772143, Lopes, Denise Maria de Carvalho, CPF:15678296434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5, Ferreira, Adir Luiz |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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