A atuação do/a pedagogo/a em espaços não escolares: um levantamento no projeto político, pedagógico e curricular do curso de pedagogia presencial da UFRN

Abstract

This study addresses non-school spaces as a possibility for the pedagogue to act and has the following research problem: How non-school spaces are addressed in the Political Pedagogical and Curricular Project - PPC of the Pedagogy Course at the Federal University of Rio Grande of Norte – UFRN? Aiming at developing the problem, the general objective is: To analyze how non-school spaces are addressed in the PPC of the face-to-face Pedagogy Course at the Federal University of Rio Grande of Norte (UFRN), curriculum 002/2017. Its methodology is a research with a qualitative, descriptive approach, with the use of literature review and documentary research. As a data source, a critical analysis was used with the aid of the Curricular Pedagogical Project of the UFRN 002/2017 face-to-face Pedagogy Course and the authors who supported the study, such as Libâneo (2011) Gohn (2006); Severo (2017) and Miranda (2017). The results reveal that in the Pedagogical Project of the On-Site Pedagogy Course at (UFRN, 2017), the term non-school spaces is mentioned 20 (twenty) times and that the curriculum includes 08 (eight) disciplines that address the theme in question, either in a specific or with insertion of content related to non-school spaces, which makes it clear that the course provides the expansion of the pedagogue's performance in educational spaces beyond the school space, offering knowledge that can enable future students to pedagogues work in non-school spaces.