Atuação pedagógica no Centro de Referência de Assistência Social - CRAS

Abstract

This article presents concepts and situations inherent to the performance of the pedagogy professional at the Centro de Referência de Assistência Social (CRAS - Reference Center for Social Assistance). The objective of this research is to investigate the contributions of the pedagogic performance within this scope, describing and analyzing the educational actions that permeate the pedagogical practices, and exposing educational aspects that are linked to the care of individuals vulnerabilities. Such theories, as they will be shown here, gain relevance in the face of the institutions that take care of the social welfare of the people representing important spaces used for educational experiences and practices. Basic social care applied in conjunction with educational measures, associated with pedagogical practices, will be addressed in this study to emphasize the critical aspects required to build a new perspective in the teaching-learning process. To have a better understanding of the study, the present work used bibliographic and documentary research, having as main sources: books, articles and official documents of the federal government that advocate on education and social assistance, so that more information on the subject can be obtained. During a visit to a CRAS unit, data was collected through a semi-structured interview conducted with a pedagogue who works at the institution. Thus, all the theoretical support served as a basis for the qualitative analysis about the field of action of pedagogues within the scope of CRAS, which is a non-formal teaching space where non-school practices are seen as great allies in the issue of mobility and social transformation.