INTERLOCUÇÕES ENTRE A EDUCAÇÃO NÃO ESCOLAR (ENE) E O PENSAMENTO FREIRIANO NA PRÁTICA EDUCATIVA DE ASSISTENTES SOCIAIS NO SERVIÇO DE PROTEÇÃO SOCIAL BÁSICA EM DOMICÍLIO (SPSB)

Abstract

The research is part of the research line “Teacher Training and Educational Policies” of the Graduate Program in Education (PPGE) at the Federal University of Mato Grosso do Sul (UFMS/CPTL). The study investigates the dialogues between Non-School Education (ENE) and Freirean thinking in the educational practice of social workers who work in the Basic Social Protection at Home Service (SPSB). The central problem stems from the question: how does the Freirean perspective contribute to the practice of Social Workers in ENE services within the scope of the SPSB at home, aimed at elderly and disabled people (PCD)? The hypothesis is that Freirean thinking, especially its categories of dialogue, lovingness, human incompleteness, and transformative dimension, contributes to the educational practice of social workers, as it brings Social Assistance Work closer to a liberating pedagogical praxis, focused on human emancipation and the expansion of citizenship. The general objective was to analyze the contributions of Freirean thought to the ENE practices carried out by social workers within the scope of the SPSB at home. The specific objectives included: (1) analyzing the relationships between ENE, SPSB, and Freire's categories of dialogic practice, lovingness, and humanization articulated with the professional competencies of social workers; (2) highlighting similarities between ENE in SPSB based on Freire's category of transformative dimension x dialogue; (3) discussing social inclusion from the perspective of the category of human incompleteness x social rights. The methodology adopted a qualitative approach, based on Marxist and Freirean theory, structured around bibliographic and documentary research. The methodological process comprised the following stages: (1) survey and critical review of scientific production on ENE, Freire, and SPSB; (2) systematization of public documents such as the National Classification of Social Assistance Services (2014) and the Technical Guidelines on SPSB at Home (2017); (3) content analysis and thematic analysis, according to Cellard (2008) and Jara (2006), based on three central categories – lovingness and humanization, transformative dimension and dialogue, human incompleteness and social rights; (4) articulation between theoretical framework and professional practice, with an emphasis on the analysis of Social Assistance Reference Center (CRAS) Interlagos, in Três Lagoas/MS, where the researcher works. The results demonstrated that dialogical practice, skilled listening, and humanized care produce concrete impacts, such as increased knowledge about social rights, strengthened community ties, and reduced institutionalization. However, the transformations observed remain isolated and non-structural, limited by the contradictions of the capitalist mode of production. The final considerations indicate that the research contributed to broadening the methodological perspective of social workers, reinforcing the educational and reflective nature of the profession. The articulation between Social Work, Popular Education, and ENE reaffirms the centrality of dialogue and critical awareness as foundations of professional practice committed to human emancipation. We recommend strengthening intersectoral policies, ongoing training of teams, and expanding ENE as a political and pedagogical strategy for social transformation, in line with Freire's legacy.