Educadores Sociais a partir da análise de vagas em editais de concursos públicos das Regiões Geográficas do Estado do Paraná

Abstract

The investigative process that results in this research, aims to corroborate for the discussions in the field of Social Pedagogy and Social Education in Brazil, with emphasis on the professional regulation of the Social Educator. It is a research with a qualitative approach with quantitative support, characterized as explanatory and located in the methodological field of Comparative Social Pedagogy. The analysis data were collected using the triangulation technique and correspond to the systematized categories based on the survey of 77 announcements with vacancies for Social Educators or positions with similar functions, available by the public sector through public contest, distributed among municipalities that include the Geographic Regions of Paraná. These categories are: the terminology; the requirements; working hours and remuneration. The purpose of this analysis is to answer the following questions: The elements expressed in the public contest announcement, for a vacancy of Social Educators, in the geographic regions of the state of Paraná, which concern the profile of this worker), match the perspectives of the field of Social Pedagogy and Social Education? And, in what aspects can the professional regulation of this worker impact on the offer of vacancies for them in the future? Seeking to answer such arguments, this research is guided by the following objectives: General Objective - To investigate the process of professional regulation of the occupational activity of the Social Educator in Brazil from official documents of Brazilian Public Policy that comprise the Social Educator and their peers, showing through the sampling of public contests from the Geographic Regions of the State of Paraná with vacancies for Social Educators or similar function, what is the relationship that has been established between the sector public and these documents. Specific objectives - 1) To historicize, at European, Latin American and Brazilian levels, the constitution and characteristics of Social Pedagogy and Social Education; 2) To identify in Freire's theory, elements that support Social Pedagogy and Social Education in the Brazilian context; 3) Locate the Brazilian Social Educator, within the scope of Public Policies; 4) Establish a list of the documents that comprise the Social Educator within the Brazilian Public Policies with the process of hiring these workers by the public sector. Identifying that Social Pedagogy and Social Education in Brazil have Freire‟s inspirations, we used as a theoretical basis the epistemological assumptions of Paulo Freire's thought, being able, based on some elements, to establish its proximity with the German thought of the philosopher Paul Natorp. This proximity corroborated us to understand more legitimately the configuration of Social Pedagogy and Social Education, in the Brazilian context, and to discuss the process of professional regulation of the Social Educator. As documentary support for analysis, in addition to the mentioned announcement, we highlight CBO 5153-05; CNAS Resolution No. 9/2014; CONANDA Resolution No. 187/2017; Bill No. 5346/2009 and Bill No. 328/2015, which deal with the professional regulation of the Social Educator in Brazil.