Educator training in the contexto of non-formal education
This work focuses on discussing the formation of the educator who works in non-formal education spaces. Through a theoretical study, the objective is to analyze aspects related to the education of the educator who works in these spaces, in addition to problematizing his performance with regard to hi...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/47075 |
| Acceso en línea: | https://periodicos.ufsm.br/reveducacao/article/view/47075 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação não formal Papel do Educador Práxis. Non-formal education Educator Training Praxis |
| Sumario: | This work focuses on discussing the formation of the educator who works in non-formal education spaces. Through a theoretical study, the objective is to analyze aspects related to the education of the educator who works in these spaces, in addition to problematizing his performance with regard to his pedagogical actions and practices. The study starts from the following question: what principles should guide the actions of educators working in the context of non-formal education? The research reveals that the education of the educator to work in non-formal spaces does not happen spontaneously and not only in the theoretical or practical scope. This training should have as a guiding element the commitment of both the person providing the training and the subject / educator, being, therefore, a two-way street. The educator's training takes place in praxis. It concludes, highlighting the need to think about the educator's training and performance, based on the ability to commit to work in constant interaction with the context in which their educational action is developed. |
|---|