Other education: Pedagogy internship in initial training in sociocultural environments in Salvador-Bahia

Abstract

The field of initial training of pedagogues is addressed in this text with a primary focus on the evidence and appreciation of expanded possibilities for professional action, highlighting and problematizing the importance of acting in diverse sociocultural contexts beyond the traditional school. The choice to analyze the experience of Internship 3 in the Pedagogy Degree course at the Federal University of Bahia (UFBA), based on reports produced by the students themselves, gives voice to formative narratives that often do not find space in more traditional discussions in the area. Some central points that stand out: 1. Valuing “other types of education”: By problematizing the term “non-school” or “non-formal” education, the text promotes an important shift in perspective, treating these practices as legitimate and fundamental to the pedagogical field. 2. Diversity of educational spaces: the presence of internships in environments such as museums, community libraries, hospitals, social projects and radios demonstrates the breadth of possibilities for pedagogical action, contributing to the construction of a more comprehensive training on educational practice; 3. Dialogue between university and society: by focusing on experiences in social contexts, the research contributes to reinforcing the importance of training connected to reality, which promotes exchanges with different subjects and territories; 4. Critical and reflective training: the reports of the students analyzed are used as a source to understand the challenges faced and the actions developed, which allows for critical reflection on the role of the internship and the training itself in Pedagogy.