Initial teacher training beyond the school: pedagogical experiences at a foster care institution in Pedro II - Piauí

Abstract

Pedagogy in non-school settings is a field of educational practice focused on serving diverse populations, particularly those in socially vulnerable situations. The involvement of education students in these settings contributes to their initial teacher training, providing varied pedagogical experiences and fostering the development of essential competencies for teaching practice. This article aims to report on the experiences and learnings resulting from the pedagogical practice carried out in the course “Pedagogies in Non-School Settings,” offered by the Bachelor’s Degree in Education program at the State University of Piauí, Piripiri Campus. This is an applied research study with a qualitative approach, characterized by an exploratory, descriptive, and explanatory nature. The study was conducted at a social institution in Pedro II (PI) and utilized bibliographic, documentary, and field research, as well as a case study.Data collection was conducted through participant observation, monitoring of educational practices, and the development of pedagogical activities with 5- and 6-year-old children. The data were analyzed using content analysis. The results show that this experience facilitates the holistic development of the children served as well as the initial training of undergraduate students in Education, by fostering the integration of theoretical knowledge and educational practices. In this sense, it is evident that the work of educators in non-school settings serves as a formative strategy, as it fosters the construction of pedagogical knowledge, broadens understanding of the social function of education, and enhances the future educator’s ability to develop critical, inclusive educational practices aimed at social transformation.