Educação não formal no contexto brasileiro e internacional: tensões que perpassam a formulação conceitual

Abstract

Este artigo apresenta um estudo bibliográfico que visa apresentar o percurso histórico de constituição do campo da educação não formal nos contextos internacional e nacional, de modo a perceber como se deu a criação conceitual e teórica desse campo, bem como suas implicações. Dessa forma, a educação não formal tangencia as relações com a educação formal e apresenta algumas problemáticas advindas de suas origens e mudanças histórico-conceituais envolvendo os públicos atendidos por programas e projetos do terceiro setor, organizações de capital público, privado e misto, em ações realizadas fora da escola. O artigo traz subsídios para a fundamentação teórica e prática nesse campo conceitual e educacional. Conclui-se que o lugar atribuído ao campo da educação não formal orbita a periferia e as margens em relação à centralidade do campo da educação formal. Entender, conceitualmente, os dois campos como autônomos e independentes, que se interpenetram, com mobilidade e sem fronteiras definidas, talvez seja um caminho para a integração e valorização de muitas formas de se praticar educação, sem desmerecimentos e descréditos, possibilitando, inclusive, a diversidade de propostas educacionais.

The missing study: a characterization of peer education practice

“…This makes this strategy useful for actors with fewer economic resources who are willing to intervene socially. Despite the marginality associated with non-formal education, resulting from the legitimacy and validation that traditional education has achieved (Fernandes and Garcia, 2019;La Belle, 1982), the results show that peer education, directly or indirectly, has received public investment. This funding, which is not comparable to that for traditional education, cannot be neglected in the promotion of peer education.…”

“…Residually, we also found some projects that work with children for prevention or improvement of learning, and the elderly, especially in order to promote life quality or social inclusion. Once again, these results tend to dissociate the use of peer education or non-formal education from working with disempowered or stigmatized groups (Fernandes and Garcia, 2019;La Belle, 1982) and highlight their versatility.…”

“…Also within peer education we have found major expression of networking and cooperation, which characterizes the contemporary (Giddens, 2002). Third sector organizations, which have boomed since 1980, seem to have seized the field of non-formal education (Fernandes and Garcia, 2019) as well as of peer education.…”

“…This funding, which is not comparable to that for traditional education, cannot be neglected in the promotion of peer education. On the other hand, state funding of non-formal education conducted by third sector organizations has been linked to neoliberal socio-economic policies, which use private actors to develop functions that some commentators consider should be a public responsibility (educational and social intervention functions) (Fernandes and Garcia, 2019).…”

“…In short, from a sociological perspective, peer education is a very useful non-formal education strategy for social action on different issues, in particular those arising from the phenomena of globalization and current change. This strategy can encompass the socio-cultural collection of educational wealth and contributes to valorisation of different educational approaches (Fernandes and Garcia, 2019), since society is a "project" under development. However, it is necessary to reflect on important issues when planning interventions, such as control, power, participation and change issues related to the groups involved, in particular the managers and the target peers.…”