Challenges and Opportunities of the Role of the Social Educator in the Context of São Tomé and Príncipe

Abstract

Theoretical benchmark: Starting from a theoretical framework that addresses the multiplicity of roles inherent to the Social Educator, we wanted to understand the work developed by five undergraduate interns from the Social Education course at a higher education institution in Portugal, who stayed for four months, February to May, in the 2019/2020 and 2020/2021 academic years in various institutions, in São Tomé and Príncipe. Method: Qualitative study, informed by descriptive and interpretative characteristics, seeks to understand and describe behaviors, feelings and ways of thinking and acting of the subjects participating in the study. Results and conclusion: The paths followed by the interns, in their multiple roles, were an added value, making visible the importance of the role of the Social Educator in developing countries and, in particular, in the exercise of full citizenship in demanding and complex contexts that are aggravated by the COVID-19 pandemic. Therefore, it is called for an increase in internships in the context of international cooperation, in developing countries. Research implications: Need for the Social Education technician in developing countries, and especially in São Tomé and Príncipe. Originality/value: Research carried out in São Tomé and Príncipe to highlight the valorization of the role of women, since this group was only female, in order to contribute to the reduction of socio-educational problems, associated with female and child poverty, which they still have a lot of expression on the Island of São Tomé and Príncipe.