Eliana Perez Gonçalves de Moura

Explorando outros cenários: educação não escolar e pedagogia social

Este ensaio pretende problematizar o termo “Pedagogia Social” tal como e empregado na Europa, mais especificamente na Espanha e Portugal, em comparacao as praticas de educacao nao escolar construidas e consolidadas no Brasil. Propoe explorar possiveis convergencias e/ou divergencias existentes entre os pressupostos teorico-filosoficos e metodologicos de ambas as experiencias. Trata-se, no entanto, de uma primeira aproximacao de cunho teorico ao tema, motivada pela insercao das pesquisadoras em areas de ensino, pesquisa e extensao que privilegiam praticas de educacao historicamente (re)conhecidas como nao formais. O texto tambem pretende refletir sobre estas intervencoes educativas, estabelecendo com elas um dialogo no sentido de tensionar os seus contornos com diferentes areas do conhecimento, ao mesmo tempo em que reitera a necessidade de um estudo que se debruce sobre a Pedagogia Social enquanto um conhecimento que ultrapassa fronteiras disciplinares e transversaliza praticas de educacao nao escolar. Palavras-chave: educacao, praticas de educacao, educacao nao escolar, pedagogia social.

Educação além da escola: acolhida a outros saberes

Nossa insercao na tematica da educacao no campo social advem de pesquisas que se baseiam nos principios teorico-metodologicos da etnografia. Neste texto ensaiamos, na forma de um estudo teorico, nosso posicionamento sobre as praticas de educacao alem da escola, ancorado em quatro eixos balizadores. Sao eles: a urgente superacao do debate sobre suas diversas formas de nomeacao; o olhar mais minucioso para a questao da intencionalidade presente (ou nao) nas praticas de educacao no campo social; uma concepcao ampliada de educacao, designando-a como uma pratica social que e tambem um ato politico; a possibilidade de instauracao de outras bases teoricas para uma pratica de educacao que se constitua, pela atitude de abertura e acolhimento, um corpo de saberes transdisciplinar.

Managing the work of teaching: the "dramatic" use of self

This study discusses the collective processes adopted by teachers to produce themselves as subjects of work and engendered at a dimension of work experience that escapes the logic of work organization and school management practices. In-service training models are discussed in that they are conceived as strategies of control and standardization of teaching practices. Teaching should be managed as an action inherent to experience, which depends on choices made from a series of hierarchically ranked acts, 1. Doutora em Educacao - PUC/RS; Profa. Pesquisadora do Mestrado em inclusao social

Educacao integral. Uma questao de direitos humanos

This text comprises a theoretical essay - the result of review studies of literature on Full-time Education. With the focus of discussion centered on education as a right to social protection, it is our understanding that Comprehensive Education (offered in Brazil through the Department of Education’s PME Program - Mais Educacao) serves as fundamental support in the defense of Education as a Human Rights issue. It covers the relationships between the Doctrine of Protection and Schooling, reflecting on how education and (social) protection can be conceived as a single practice. To conclude, the text points out that, in the specific case of the PME, protection means expansion of the space and time spent at school for the sake of social equality and increased availability of opportunities, especially those in the field of culture in the reinforcement of learning, while allowing access to levels of citizenship.

A artesania de um fazer a prática do trabalho de educadores

The paper presents the results of research into practices in non-school education. It initially outlines a brief review about social-educational practice as a concept and an intervention. Based on individual interviews and discussion groups with educators in social and educational projects, we reflected on their practices considering the following categories of analysis: training, work and its nature, concept of social-education, pedagogical strategies. The research shows some preliminary results in “Practices of non-school education with people that work on social-educational projects”, among them, the educator’s profile and the main categories that arise from the interview analysis. It partially, shows who these people are and how they provide opportunities to reflect on education practices that are contextualized in a reality and new sensibilities.

Projetos Socioeducativos: a naturalização da exclusão nos discursos de educadores

This article discusses the topic of exclusion/inclusion in practices of non-academic education, based on the speeches of educators who work in socio-educational projects for children and youngsters in the outskirts of urbancenters. Considering some results of the empirical research projects Formacao de Educadores em Praticas Socioeducativas (Training of Educators in Socio-educational Practices - CNPq) and Saberes sobre Diferencas e Inclusao Social (Knowledge on Differences of Social Inclusion), socio-educational projects are regarded as essentially inclusive actions, naturalizing the phenomenon of social exclusion/inclusion. We propose the expansion of this discussion supported by arguments that suggest the lack of an important foundation, namely the dimension of inequality.

Educación integral. ¿Una cuestión de derechos humanos?

This text comprises a theoretical essay - the result of review studies of literature on Full-time Education. With the focus of discussion centered on education as a right to social protection, it is our understanding that Comprehensive Education (offered in Brazil through the Department of Education’s PME Program - Mais Educacao) serves as fundamental support in the defense of Education as a Human Rights issue. It covers the relationships between the Doctrine of Protection and Schooling, reflecting on how education and (social) protection can be conceived as a single practice. To conclude, the text points out that, in the specific case of the PME, protection means expansion of the space and time spent at school for the sake of social equality and increased availability of opportunities, especially those in the field of culture in the reinforcement of learning, while allowing access to levels of citizenship.

Comprehensive education. A human rights issue

This text comprises a theoretical essay - the result of review studies of literature on Full-time Education. With the focus of discussion centered on education as a right to social protection, it is our understanding that Comprehensive Education (offered in Brazil through the Department of Education’s PME Program - Mais Educacao) serves as fundamental support in the defense of Education as a Human Rights issue. It covers the relationships between the Doctrine of Protection and Schooling, reflecting on how education and (social) protection can be conceived as a single practice. To conclude, the text points out that, in the specific case of the PME, protection means expansion of the space and time spent at school for the sake of social equality and increased availability of opportunities, especially those in the field of culture in the reinforcement of learning, while allowing access to levels of citizenship.

The craft of doing: practices of educators

The paper presents the results of research into practices in non-school education. It initially outlines a brief review about social-educational practice as a concept and an intervention. Based on individual interviews and discussion groups with educators in social and educational projects, we reflected on their practices considering the following categories of analysis: training, work and its nature, concept of social-education, pedagogical strategies. The research shows some preliminary results in “Practices of non-school education with people that work on social-educational projects”, among them, the educator’s profile and the main categories that arise from the interview analysis. It partially, shows who these people are and how they provide opportunities to reflect on education practices that are contextualized in a reality and new sensibilities.

La artesanía de un hacer: la práctica del trabajo de educadores

The paper presents the results of research into practices in non-school education. It initially outlines a brief review about social-educational practice as a concept and an intervention. Based on individual interviews and discussion groups with educators in social and educational projects, we reflected on their practices considering the following categories of analysis: training, work and its nature, concept of social-education, pedagogical strategies. The research shows some preliminary results in “Practices of non-school education with people that work on social-educational projects”, among them, the educator’s profile and the main categories that arise from the interview analysis. It partially, shows who these people are and how they provide opportunities to reflect on education practices that are contextualized in a reality and new sensibilities.