Educação e Assistência Social na perspectiva de um grupo de Educadores:

ações para o cuidado

Abstract

Introduction. To discuss the role of Brazilian education is to seek resources to build the mechanisms for critical confrontation of inequality and the exercise of citizen participation inside communities. The objective of this research was to study the representations about school and education among workers of a Social Assistance equipment that attend children and adolescents of a low-income community in São Paulo. Method. Ten educators from two Child and Adolescent Centers (CCA) were interviewed. Results. The educators represent the students from faults, attended by "help" actions that can be attended by their equipment, while the school offers a less prepared space to recognize the students’ difficulties. For educators, while school is a place for literacy, CCA is understood as a place for socialization. The function of the educator, thus, is to perform an action that can be characterized as care, and that is requirement for the educational process. Conclusion. We concluded that the path designed by care is a guarantee for the autonomy and exercise of the potentialities of individuals and collectives. Studies such as this may contribute to the formation of professionals qualified for the planning and development of psychosocial practices in public policies that take place in complex social contexts.