Educational Experiences at a Social Institution in Piripiri-Piauí

Abstract

The training of contemporary educators extends beyond school settings, encompassing various educational contexts that contribute to the professional and personal development of future teachers. Non-school settings serve as important learning environments within the field of social work, as they integrate theory and practice and broaden understanding of the diverse areas in which educators work. The objective of this study was to present the experiences gained during the teaching practicum conducted at the social institution and to reflect on their contributions to the teacher training of undergraduate students in Education. This is an applied study with a qualitative approach and exploratory and descriptive objectives, conducted through literature review, field research, and experience reports. Data were collected through observation of the activities carried out at the institution, and the data were analyzed using content analysis. The results showed that experience in social institutions enables educators to work beyond the school setting, which fosters the development of skills related to planning, organizing socio-educational activities, communication, and pedagogical intervention in contexts of social vulnerability. Therefore, it is clear that pedagogical practice in non-school settings constitutes a meaningful formative experience, capable of broadening the theoretical and practical knowledge of future educators, strengthening their professional practice, and highlighting the relevance of education as a tool for social inclusion, citizenship, and the guarantee of rights.