STREET SOCIAL EDUCATION AND FREIRE’S EDUCATIONAL BASIS

Abstract

This work starts from experience as a social street educator and day-by-day defiances lives in the practice, specially concerned with theoretical fundamentation of pedagogical intervention. In this perspective, the search was to clear how the Freire’s educational pressupoststo contribut  to build educational practices in the  range of social street educator. Used the metodological referencial of case study, in a qualitative approach, analyzing the speaks of previously chosen educators, the collectively elaborated material in study groups of project. Are the possibilities of the social street education by effective build of pedagogical action and Freire’s educational pressupostos – reality reading, conscientizacion, dialong and action-reflection-action. Are detached that educators used as action strategy the approach the collective games and starting from the problematization of limit-situations, are established dialogues that was starting points to re-build the activities. The reflexive practice is a fundamental element in teachers education with the significative mediation of critical dialogue between subjects.