Estado do conhecimento da pedagogia social brasileira: desafios da práxis transformadora na educação social

Abstract

Over the last few decades, the dialogue on social pedagogy has been established and expanded in the context of Brazilian Education. Although it is internationally recognized as a science, curricular discipline, area of socio-pedagogical intervention, field of research and profession, understanding the complexity of social pedagogy in the national scenario becomes a challenge, due to the prevalence of practice over theory, as well as the scope of the field, multidisciplinary and polysemic. In this context, the study was delimited by the general objective of understanding the scientific field of Brazilian social pedagogy in dialogue with the assumptions of transformative praxis, through the analysis of theses and dissertations produced in Brazil. Anchored in the philosophical approach of historical-dialectical materialism, and of a qualitative nature, the methodology adopted was bibliographical research of the state of knowledge type, through dialogue with referenced materialist authors. Therefore, this report presents the syntheses of the research, taking as its preferred theoretical reference, contributions that explain the concrete Brazilian reality in its historicity, as well as corroborating the analysis of the totalities that make up the scientific field in question. As a result, the state of knowledge explains trends and theoretical gaps that draw attention to new research in the area, highlights the praxis of social educators in the various cataloged spaces and audiences of social education and systematizes the theoretical constructs that converge into praxis transformative of Brazilian social pedagogy. The research is part of the Media, Memories, Educations and Leisure Group (MEL), Faculty of Education of the Federal University of Bahia.