The potential relationships of Social Education and Social Pedagogy in the “Mais Educação” Program (More Education)

Abstract

This study aimed at reviewing the literature that discusses Social Pedagogy and Social Education within the Brazilian Program "Mais Educação" (More Education). The research also sought to analyze the characteristics of the pedagogical proposals and the theoretical methodological principles in the academic literature of the areas of Social Pedagogy and Social Education in the aforementioned program. This theoretical qualitative research included a literature review of articles published in indexed periodicals from the CAPES portal. The data collection used Google, Google Scholar and SciELO databases from August 2015 to December 2016. The results demonstrated that there were relations between the "Mais Educação" Program with Social Pedagogy and Social Education with respect to the theoretical, educational and cultural practices of this program during the Dilma presidency (2011)(2012)(2013)(2014)(2015)(2016). However, when the Temer presidency took over in August 2016, some changes occurred in the program, which took the name "Programa Novo Mais Educação" (New 'Mais Educação' Program). In addition to the name change, the characteristics and aims of the program have changed and the focus is now on the reinforcement of the areas of Portuguese and Mathematics. These aspects are different from the initial proposal that aimed at the provision of educational, artistic and inclusive educational practices, especially for students in vulnerable social conditions. Thus, the recent proposal of the New 'Mais Educação' Program distances itself from the principles of Social Pedagogy and Social Education. Keywords: Social pedagogy. Social education. "Mais Educação" Program. ResumoO presente trabalho teve como objetivo apresentar a revisão de literatura de estudos que discutem a Pedagogia Social e a Educação Social no Programa "Mais Educação" do Brasil. Esta pesquisa também buscou analisar na produção acadêmica as características das propostas pedagógicas e dos princípios teóricos metodológicos dessas áreas que estão presentes nesse Programa. A pesquisa foi qualitativa, de cunho teórico e os procedimentos utilizados foram a revisão de literatura de artigos publicados em periódicos indexados no portal da CAPES.