Initial teacher training in non-school space: experience report in a social institution of Piripiri-Piauí

Abstract

The Specialized Social Assistance Reference Center is a setting for the practice of social pedagogy, focused on serving individuals and families in situations of vulnerability and rights violations. This study aims to analyze the contributions of pedagogical practice in non-school settings to the teacher training of undergraduate students in the Pedagogy program at the State University of Piauí. This is an applied research study with a qualitative approach, of an exploratory and descriptive nature. The study was conducted through bibliographic, documentary, and field research, and is characterized as a case study. Data collection was conducted through participant observation of activities carried out at the institution, followed by content analysis of the records and experiences. The results showed that pedagogical practice at the institution is significant for initial teacher education, as it fosters the integration of theory and practice, broadens understanding of social reality, and promotes interdisciplinary practice.It was observed that the socio-educational practices developed at the institution promote social protection, the strengthening of family and community bonds, and the social inclusion of individuals in vulnerable situations. Furthermore, the experience made it possible to redefine the role of the educator, whose work extends beyond the school setting. Thus, it is clear that pedagogical practice in non-school settings is fundamental to the initial training of educators, as it broadens their understanding of education as a social practice and consolidates the theoretical and practical competencies essential to professional practice.