Abstract
In Brazilian scenario, the profession of the social educator is recent in the non-formal educative spaces, including institutions which act in benefit of the poorest segments of the population. With the intent to contribute to the discussion on the formation of the social educator, this manuscript seeks to investigate the professional profile resources of social educators from a Brazilian Non-Governmental Organization (NGO) and the possibilities of contribution from the School and Educational Psychology to the consolidation of this profession’s identity. In this study, it was utilized the theoretical-conceptual perspective of historical-cultural Psychology in articulation with the competence approach. Six social educators participated in this study. The first research step consisted of the review and expansion of the social educator’s professional profile proposed by Soares (2008) through a literature review in School and Educational Psychology and institutional visits to a Brazilian NGO, which categorizes six competence resources for the composition of the social educator’s profile: 1) theoretical and conceptual performances; 2) technical and scientific competences; 3) practical knowledge competences; 4) interpersonal competences; 5) ethical competences; 6) esthetical competences. The second step involved the application of the instrument in six social educators. The results indicated predominance in relation to the practical knowledge, interpersonal, ethical and esthetical competences. In counterpoint, the theoretical and conceptual competences and technical and scientific competences were the less evidenced ones, suggesting a profile still undeveloped through paths of initial and continuous formation specific in the field of social education. Against this challenge in research, it is understood that School Psychology may bring contributions to non-formal educative spaces of Third Sector to favor the development and consolidation of the professional identity of the social educator, of the theoretical and conceptual production on the formation and actuation of social educators, as well as the expansion of School and Educational Psychology to differentiated educative spaces.
Highlights
For a long time School and Educational Psychology was invited to make contributions at educational contexts predominantly regarding demands related to school issues and learning difficulties (Neves, 2011)
The central aspects, which direct the development of the research-intervention as a transformation device are the change in parameters of investigation related to the researcher’s neutrality and objectivity; another aspect refers to the simultaneous production of the individual and the object, questioning the place historically intended to the psychologist, emphasizing the analysis of the implications of affective, professional, political and institutional links, which crosses the formation process
We present the recurrence of responses for the categories of professional competences, which constitute the professional profile of social educator in two fragments of data organization
Summary
For a long time School and Educational Psychology was invited to make contributions at educational contexts predominantly regarding demands related to school issues and learning difficulties (Neves, 2011). The School Psychology, as a study field of knowledge, actuation and professional formation, conceives the educational realities in a complex and multi-determined fashion, which conducts to actuations at different levels Among these levels it is important to promote psychological interventions for the strengthening of the competences of human development agents: teachers and social educators (Marinho-Araujo, 2014). During the 90’s, there was a huge advance in educational institutions of the third sector, especially through LDB (Law of Guidelines and Bases of National Education), Law number 9.394/1996, by which the legal opening of institutions organized by civil society is established These changes in the Brazilian education scenario produced a concern related to the formation of professionals, who are involved in programs and social projects and are known, in the education literature, as social educators It is important to be clear about the conception of human development, which subsidizes the initial and continued formative models of profession
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