The Role of the Educator in Non-School Settings: An Experience Report from a Social Institution in Barras - Piauí

Abstract

Non-formal education expands the scope of the educator’s work beyond the school setting; Psychosocial Care Centers stand out as spaces for educational practices focused on human development, social inclusion, and the promotion of citizenship. The objective of this study was to examine the contributions of the pedagogical practice developed at a Psychosocial Care Center to the academic and professional training of students in the Bachelor’s Degree in Education program. The methodological approach was based on applied, descriptive research, employing a qualitative approach and field research procedures. Data were collected through observation of activities carried out during the teaching practicum at the social institution and analyzed using content analysis. The experience allowed for the integration of theory and practice and helped develop professional skills, such as planning educational activities, facilitating learning, active listening, providing a welcoming environment, and working as part of a multidisciplinary team. It also highlighted the professional identity of educators by demonstrating their contribution to the autonomy, social inclusion, and reintegration of individuals experiencing psychological distress. It is understood that the institution serves as an important setting for educators, fostering a more critical, humanistic, and interdisciplinary education. The study reinforces the relevance of educational practices in non-school contexts and their contribution to the promotion of citizenship, social inclusion, and human development, in line with the principles of the 2030 Agenda and the Sustainable Development Goals.