Mediações pedagógicas no trabalho de educadoras sociais nos Centros de Referência de Assistência Social (CRAS), em um município da região metropolitana de Porto Alegre.

Abstract

This master thesis aims to describe, analyze and understand pedagogical mediations in the work of social educators in the Reference Centers of Social Assistance (CRAS - Centros de Referência de Assistência Social), in a municipality in the metropolitan region of Porto Alegre. Based on that, the specific goals were: to understand what social educators mean by education and pedagogy in the experience of their work; describe pedagogical mediations and analyze the relationships between normalized and renormalized work of social educators; and analyze how educators develop pedagogical mediations within social assistance policies. The methodology used is characterized as qualitative of an exploratory, descriptive-analytical character and presents elements of participant research. Among the theoretical-methodological references that supported the research process are Freire (2014a), Gadotti (2015), Gohn (2010), Saviani (2015), Schwartz (2016), Triviños (2015) and Cury (2000). The subjects of the research were three social educators and five adolescents users of the Service of Conscience and Strengthening of Links in CRAS, aged between 13 and 17 years old. As data collection instruments, were used: field journal, participant observation, semi-structured interviews and document analysis. The data found were analyzed through content analysis in the theoretical perspective of the method of materialism dialectical and history. The results showed that education is understood as a process of transformation of social reality. In this context, the experiences emerge as interlocutors of pedagogical mediations, which were subdivided into three: instrumental, situational and relational. The pedagogical mediations constitute the dialectic relation of the subjects with the world in the process of creation and operation of the real and the contradictory. Regarding the work of educators, it was normalized by registers, planning and technical orientations. A socio-educational work based on a dialogical relationship with existing possibilities (moment, place, person or work group), both in the human and institutional spheres.