The role of social educator in organizations of the third sector
The text proposes the performance reflexion of the social educators in out-of -school located in outskirts of Rio de Janeiro, based on research conducted in four organizations of the Third Sector between 2016 and 2018. The theoretical framework adopted privileged authors that approach the relations...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Recursos: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Eccos Revista Científica (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/11617 |
| Acesso em linha: | https://periodicos.uninove.br/eccos/article/view/11617 |
| Access Level: | acceso abierto |
| Palavra-chave: | Non-Formal Education. Social Educator. Social Organizations Educação Não Formal. Educador Social. Organizações Sociais |
| Resumo: | The text proposes the performance reflexion of the social educators in out-of -school located in outskirts of Rio de Janeiro, based on research conducted in four organizations of the Third Sector between 2016 and 2018. The theoretical framework adopted privileged authors that approach the relations between the different educational spaces: Maria da Glória Gohn, Jaume Trilla and José Libâneo; authors dealing with the training of educators: Maurice Tardif and in the category of social pedagogy: Merci Romans. The research executed in four Third Sector organizations, made it possible to cut the guiding questions of the present text: what forms of participation of social educators in the activities carried out by the organizations of the Third Sector? What is the training and the way of selecting the educators for the educational actions of the organizations researched? The corpus of the research was elaborated from the analysis of the semistructured interviews with those responsible for the educational part of the Third Sector organizations participating in the research. The conclusions of this analysis contributed to a better understanding of the relationships between organizations of the Third Sector and the public schools in their surroundings, mediated by the social educator, indicating aspects that could stimulate their performance. At the same time that its strategic role is recognized, it is necessary to discuss educational policies that make it possible to look together among the different educational spaces in order to reverse the social exclusion of a large portion of our children and young people. |
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