Social educator: an identity on its way to professionalization?

• Autor(a) principal: Silva, Gerson Heidrich da
• Data de Publicação: 2009
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/28205
• topic: Identidade; Educador social; Socioeducativo; Subjetividade; Identity; Social educator; Socio-educative; Subjectivity

The objective of this article is to present a synthesis of the research carried out during our Master program, which was entitled "The construction of the identity of the social educator in his daily practice: the plurality of a singular subject" [A construção de identidade do educador social na sua prática cotidiana: a pluralidade de um sujeito singular]. The study attempted to understand the features of the identity that the social educator of university-level education has been building in his/her daily practice in the city of São Paulo. The methodology developed for this study included an instrument created by the researcher, and filled out between March and September 2006 by fifteen social educators from different areas of formation: Psychology, Social Service, and Pedagogy. It was then possible to assess the socioeconomic profile of these educators, complementing this information with qualitative aspects of their daily practice gathered from semi-directed questions and two letters aimed at stimulating their free expression. The analysis relied on the framework of Cultural-Historical Psychology and on the dialogue with authors from Sociology, Pedagogy and Social Service. The results analyzed pointed to devaluation, feeling of impotence, and resignation as defining features of this identity under construction. The precariousness of the conditions for the development of their work, and the lack of continuity (especially of the Programs of Social Assistance) give support to the complaint expressed in their discourse. Also noticeable was the mention to the need for improvement of their formation (specialization, qualification etc), leading us to reflect on the professionalization of these educators. The university appeared then as a dynamic field for reflection, discussion, receptiveness, and construction of specific knowledges, conducive of a re-signification of the work developed. This, we believe, would contradict the "missionary" character of this practice as one of the alibis for the lack of hope.