STRUGGLING AGAINST THE NATURALIZATION OF SOCIAL UNEQUALITIES: MEANINGS OF SOCIAL EDUCATORS ABOUT THEIR EDUCATIONAL PRACTICE

Abstract

The goal of this paper is to investigate the signification of Social Educators about their educational practice as historical phenomenon in development. This article is part of our master degree in Education. This study emerges from the need to investigate which mediations in the educational practice of Social Educators contribute to the human formation of children and teenagers living in poverty. We are based on the assumptions of the Historical-Dialectical Materialism proposed by Marx; Engels (2007), on the Cultural-Historical Psychology based on Vygotsky's ideas (1995, 2007 and 2009), as well as on the understanding of education proposed by Saviani's Critical-Historical Pedagogy (2011, 2013). Such bases supported the discussion and understanding of the phenomenon through the analysis of data produced in the interview and reflective encounters (Szymanski; Almeida; Prandini,( 2018) with two social educators. We adopted as analysis procedure the analytical proposal of the Nuclei of Meaning elaborated by Aguiar; Soares and Machado (2015) and, Aguiar; Aranha and Soares (2021). As results, we apprehend that Social Pedagogy-Social Education presents itself as a questioning proposal of why "it is ignored?"; "what doors are open?" Social Educators understand that their work constitute a "process of confronting this line" imposed by the capitalist society, in the search for the appropriate conditions for the transformation of this situation, seeking to guarantee access to the cultural and material goods produced by the whole of humanity, which they have access so far.