As educações na política de assistência social: um olhar para o serviço de convivência e fortalecimento de vínculos

Abstract

The results of the research are presented with social educators who work in the Service of Coexistence and Strengthening of Links in four groups: two nongovernamental organizations and two governamental organizations. It was conceived based on participatory methodologies: participations and comprehensive interviews - these dealt with the approach of the discourse of the collective subject. The objective was to identify and analyze which educational practices or pedagogical practices were used, verifying how they contribute to coping with the social vulnerability of children and adolescents. In this case, participant observation and interviews were carried out, in addition to an analysis of social assistance policies at the national level and then at the local level, focusing on the city of Novo Hamburgo/RS. The research subjects are social educators who work in Basic Social Protection, more specifically in the Service of Coexistence and Strengthening of Links. During the presentations, there was a perception that the work can be observed from more than one theoretical perspective that seems to be displayed in their practice As theories that support the study we used critical educational theory, and education was perceived as plural: (1) non-school education; (2) popular education; (3) critical social education; and (4) continuing education. In the analysis, the analysis the data was confronted with theory and with a normative-legal set that governs social assistance policy. Facing social vulnerabilities is not an option, it is a duty and a raison d'être of the Coexistence Service. For this reason, the practices were observed and analyzed in the perspective of perceiving their contribution (or not) to fulfill this this duty. We highlight the educational role of participation as a fundamental factor for this confrontation of social vulnerabilities. Themes are suggested for further research, as well as a purposeful contribution from the educational field to social assistance policy.