Trajetórias dos professores e educadores sociais da cidade de Iguape – SP

Abstract

The title “Trajectories of teachers and social educators caiçaras in the city of Iguape – SP” brings a reflection on the tasks of school education and non - school education in the rural education, considering the community caiçara. This research had the objective of analyzing the trajectory of teachers and social educators caiçaras in the city of Iguape - São Paulo. Was used the dialectical-historical materialism method. The study involved 12 participants: seven caiçaras teachers (school education) and five social educators caiçaras (non-school education), indicated by the Youth Association of Juréia. The instrument used for data collection was the semi-structured interview, and the data analysis was carried out from the theoretical-methodological assumptions of historical-dialectical materialism, creating three thematic axes: (a) the trajectories of the city's caiçaras teachers Iguape- SP; (b) the trajectories of the social educators caiçaras of Iguape - SP; and (c) relations of coexistence between teachers and social educators caiçaras in favor of the community. The results show through the speeches the contributions that social educators bring about the valorization of the cultural activities of the community itself. It was identified that the dialogues between teachers and educators, although conflicting at times, refer to a respect for the work done by the other and values the potential of their students to the detriment of their limitations.

Field Education

Teacher Training

Trajectory of Teachers

Trajectory of Social Educators

Caiçaras

Historical-Critical Pedagogy