TITLE:
School Psychology on the Formation of the Social Educator: Assessment of the Professional Profile
AUTHORS:
Pollianna Galvão, Daniel Carvalho de Matos, Wirna Lima Gomes
KEYWORDS:
School and Educational Psychology, Social Educator, Formation, Professional Profile
JOURNAL NAME:
Creative Education,
Vol.9 No.2,
February
13,
2018
ABSTRACT: 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 Sector to favor the
development and consolidation of the professional identity of the social
educator, of the theoretical and conceptual production on the formation and
actuation of social educators, as well as the expansion of School and
Educational Psychology to differentiated educative spaces.