Formação, vivência e desempenho do educador social: percepção e expectativas

• Ano de defesa: 2006
• Autor(a) principal: Chagas, Cristiane Vieira
• Orientador(a): Engers, Maria Emilia Amaral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; PROFESSORES - FORMAÇÃO PROFISSIONAL; EDUCAÇÃO POPULAR
• Link de acesso: http://hdl.handle.net/10923/2749

This study investigates the social educator formation, experiences and expectations in the informal work practice. I have heard these educators telling about their professional experiences, as well as I have observed the reality of their educational practice, focusing attention on the institutional context, its social paradigm and existing educational conceptions. This research was guided by the qualitative paradigm of research and by the Case Study approach. Aiming to know better the actors in that educational praxis, I went through their jobs. To collect information I used conversational and open semi-structured interviews, I also had to consider the history of the Congregation which the group of educators belong. I have observed meetings, educational moments as well as educators and students free time in order to understand the context they live in. For the information collecting I had 14 educators reports, including the institution coordination staff. The study brought up the reality of a group which is active in the education and formation of young people, trying to make their jobs with dedication and devotion, but with a lack of educational fundamentation on their educational practice.It is a group of people engaged in a Project to promote this young generation, focusing their educational practice on love and on human formation. They use concepts and ideas supported by the institution, but they cannot be identified as a group committed to a constant reflexion about the meaning of their work. The reports reveal the educators feelings, eliciting the low social value and awareness of their limitations. Even though, a great part of them would like to go further. It seems to be of great importance a bigger involvement from the institution aiming to incentivate a continuous education of good quality, so that this social educators play their role with more confidence, having a better support and aware of the importance of their work for social transformation and for the freedom of young people that look for help, so that, specially those who live in a situation of social vulnerability, may be able to achieve a certain freedom, more safety, autonomy and become social changes agents.