⠀ UNIVERSITY EXTENSION AND THE EXPERIENCE OF SOCIAL PEDAGOGY

THE EXPERIENCE OF THE TEACHER TRAINING CENTER IN CAJAZEIRAS-PB

Abstract

The following work is the record of daily practices in Social Pedagogy as they took place through university extension programs, developed in 2018, in the Pedagogy Course of the Academic Unit of Education of the Teacher Training Center from the Federal University of Campina Grande in the Campus of Cajazeiras of the state of Paraíba. It deals with the re-port on an Extension Program titled "Social Pedagogy: educational practices in diverse con-texts" composed of six Projects that took place in four different municipalities. The Program was coordinated by Professor Maria Gerlaine Belchior Amaral and the Projects were carried out by three professors: Professor Maria de Lourdes Campos, Professor Aparecida Carneiro Pires and Professor Raimunda de Fátima Neves Coêlho. This university extension program ai-med at contributing to the training of undergraduates of the Pedagogy course of CFP/UFCG, by offering a practice on university extension in Social Pedagogy. It also aimed at promoting the interlocution of the university with society by developing educational practices in diffe-rent spaces. The methodology used by the Program in its six subprojects was of a playful and interactive nature. It was sought through different approaches to promote learning, based on a critical-reflexive process, with the perspective of improving the training of Pedagogy under-graduates through experiences of weekly interdisciplinary practices with children, addressing different areas of knowledge such as Mathematics, Portuguese Language, History, Geography and Sciences. Every activity was carried out in a playful way through readings, storytelling, textual production, drawings, educational games, dynamics and musical exercises, among other practices. With regard to human values, they were worked through expositions and discussions focusing on major concepts of respect, justice, solidarity and, above all, love of hu-manity, consistently proposing a dialogue that would lead to an ethical lesson. As for results, it is possible to conclude that in the different spaces where the program took place, it helped to establish daily practices where human, cognitive, emotional and spiritual values became important tools for the assisted communities in exercising their citizenship, especially for women, children and adolescents who, in a sense, were in a situation of social vulnerability. In modern times, Social Pedagogy is called to come up to the challenge of enforcing an ethi-cal commitment to encourage citizenship and social relations based on moral, political, and critical aspects of life.