O pedagogo e a mediação pedagógica em casas de acolhimento: uma experiência do PET/conexões de saberes – protagonismo juvenil em periferias urbanas

Abstract

The present Conclusion of the Course (TCC) verified the importance of the pedagogue and mediation and has as general objective to analyze the importance of the pedagogue in pedagogical mediation in shelters; and as specific objectives to recognize the reality of shelters as non-school spaces, ascertain the need for pedagogical mediation in the host houses and identify the personalized pedagogical accompaniment as a pedagogical mediation strategy. The theoretical foundations of the research contemplate the historical context of the pedagogical activity in formal and non-formal spaces, as well as mediation and pedagogical mediation in the educational context, using as the theoretical part Libâneo (1998), Charlot (2000), Paulo Freire 1996), Vygotsky (1988), Raoport e Silva (2013), Viegas (2007), Costa IM (2013). In addition to the bibliographical survey, documents such as: Pedagogical Political Project of the pedagogy course of the UFPB (2006), CONANDA - CNAS (2009), PNAS (2004) and the Child and Adolescent Statute (1990) were consulted. A qualitative, exploratory-descriptive research that had as its research source recorded audio interviews with adolescents residing in shelters and questionnaires made to host house coordinators. The data of the research were analyzed according to the qualitative analysis technique (GIL, 2008). The results indicate that we as pedagogical professionals who worked through pedagogical mediation with adolescents in foster homes, besides generating affective bond, contributed to the development of autonomy and empowerment in the school and social subjects of the adolescents, providing cognitive development and relationships social, thereby acting with relevance in the reflections about education and the teaching-learning process.