Educação Não-Formal e o Papel do Educador (a) Social

Gohn, Maria Gloria

doi:10.22347/2175-2753v1i1.1

Cited by 64 publications

(83 citation statements)

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“…The results of the present research have indicated that the transversal competences (interpersonal, ethical and esthetical resources) are better developed than As discussed along the sections, the way by which the social educator started at Brazilian NGO was, largely, through non-formal and voluntary work to assist the less favored population (Gohn, 2009). On the other hand the participants from this study in special possess many years of experience in this profession, whose knowledge of practice enabled them to develop the transversal competences, very important for the actuation with children and adolescents from periphery.…”

Section: Final Considerationsmentioning

confidence: 58%

“…As some of the studies on this worker's history in the country indicate (Dadico, 2003;Gohn, 2006Gohn, , 2009Gohn, , 2011Soares, 2008), the changes in Brazilian education scenario mobilized discussions and debates in relation to these professionals' formation, which are involved in social programs and projects, which involve predominantly the popular society. For this, it is corroborated with a conception of work organization as privileged locus to the complex processes of adult human development.…”

Section: Resultsmentioning

confidence: 99%

“…In the scenario of non-state institutions during this period, the emphasis was directed to informal educational spaces, which demanded the achievement of specific educational practices, committed to the development of individuals related to a socioeconomically unprivileged population (Caro & Guzzo, 2004;Gohn, 2006Gohn, , 2009.…”

Section: Introductionmentioning

confidence: 99%

“…Several authors claim that the Brazilian academic environment still has not paid proper attention to the formation of social educators, before their significant work responsibility, and its political and social relevance in a scenario of a country, such as Brazil, with income inequalities (Canastra & Malheiro, 2009;Caro & Guzzo, 2004;Gohn, 2006Gohn, , 2009Ribeiro, 2006;Rodrigues, 2005;Soares & Marinho-Araujo, 2010). In fact, what are observed are "inadequacies of well-intended educators (professionals), considering their lack of formation, support and even advisory from professionals from several work fields" (Caro & Guzzo, 2004: p. 16).…”

Section: Introductionmentioning

confidence: 99%

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School Psychology on the Formation of the Social Educator: Assessment of the Professional Profile

Galvão¹,

Matos²,

Gomes³

2018

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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

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Section: Final Considerationsmentioning

confidence: 58%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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School Psychology on the Formation of the Social Educator: Assessment of the Professional Profile

Galvão¹,

Matos²,

Gomes³

2018

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“…Jacobi [5] sugere que o desafio que se coloca à educação ambiental decorre de uma formulação crítica e inovadora em níveis formal e não formal. O nível formal de educação é aquele desenvolvido na escola com conteúdo previamente demarcado, enquanto o não formal consiste nos processos de compartilhamento de experiências, principalmente em espaços e ações coletivas [4].…”

Section: N T R O D U ç ã Ounclassified

How to talk about contaminated land in scientific dissemination events?

Janzantti¹,

Moreira²,

Mendonça³

et al. 2017

Rev. Cult. Ext. USP

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Este artigo apresenta algumas reflexões sobre as possibilidades da extensão universitária e educação ambiental no Brasil, a partir da discussão sobre áreas contaminadas e sua relação com o cotidiano. Para tanto, baseia-se na análise de dados e informações diversas, principalmente da Relação de Áreas Contaminadas (RAC) da Companhia Ambiental do Estado de São Paulo (Cetesb), em um manual de gestão ambiental e nos materiais disponibilizados por órgãos públicos, institutos e associações. Nesse sentido, discute-se a adoção de um método cartográfico como tecnologia de informação e comunicação (TIC) para a apresentação do fenômeno, utilizando o Google Earth. Os resultados apontaram que os Sistemas de Informação Geográfica (SIG) possibilitam o processamento dos dados, de forma a oferecer diferentes representações para o fenômeno e, por consequência, diversas abordagens. Dentre as principais considerações finais, aponta-se a tecnologia como caminho promissor no processo de informação e conscientização ambiental, auxiliando o despertar do senso de reivindicação política. Finalmente, são considerados alguns caminhos a ser seguidos na continuidade e aprimoramento desse trabalho.Palavras-chave: Áreas Contaminadas. Google Earth. Programa de Extensão Universitária. Ensino. Cartografia. A B S T R A C TThis article presents some reflections on the possibilities of an educational extension program at University of São Paulo and the environmental education in Brazil, discussing the contaminated areas and its relationship to the daily life, based on the data analysis and various information, mainly from the Value of Contaminated Areas (RAC) of the State Environmental Company of São Paulo (Cetesb), on an environmental management manual and materials made available by public agencies, institutes and associations. We discussed the adoption of a mapping method as information Como conversar sobre áreas contaminadas em eventos de divulgação científica?

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