O papel do(a) pedagogo(a) em casas de acolhimento institucional de crianças e adolescentes: do assistencialismo ao direito à educação

Abstract

In this work of course completion, it is proposed to reflect the pedagogical actions developed in institutional shelters in João Pessoa / PB. Through a literature review of the already published works of dissertations and theses and of empirical research, as well as field research with audio interview on the pedagogical actions of pedagogues in institutional institutions for children and adolescents. There is an insufficient volume of production in this field, which contrasts with the importance and complexity of the work dynamics experienced by professionals in these institutions. Based on this, we discuss the discourse of social assistance policies in institutional reception; the subjects of institutional reception, as well as the right to education in this context. The methodological and analytical process of the research was built from the intervention actions of the Tutorial Education Program - Youth Protagonism in Urban Peripheries, which provoked questions and provided reflections on the pedagogical dimension present in institutional reception practices. Thus, four coordinators of institutional shelters were interviewed through a semi-structured questionnaire. Interviews with host family coordinators were analyzed using Bardin's categorization method (2010) using three categories: the pedagogue (a) in the host institution; the role of the social educator in the host institution; and educational planning in these institutions. It is concluded that the pedagogical role of the teacher in the context of the institutional reception is fundamental for the transition from welfare situations to the strengthening of the right to education in these spaces.