Currículos em projetos sociais: entre prescrições e práticas discursivas

Abstract

Analyzes the approximations and distances between the documentary orientations of four social projects, which offer physical and sports activities, and the speeches of their managers and educators. The research starts from the premise that educators of social projects do not passively consume the prescriptions conveyed by the guiding documents of the analyzed institutions, as there is an aesthetics of reception, which configures different practices of appropriation, generating deviations and specific consumption of these prescriptions. Combines two methodological procedures: documentary research with descriptiveinterpretative research. The participating institutions are: Association of Support and Orientation to Children and Adolescents; Social Olympic Village Institute; Cultural Sports and Social Action Association Capoeira in the Community and; the Service of Coexistence and Strengthening of Bonds Walking Together, belonging to the Greater Vitória Metropolitan Region- ES. For the documentary research, three social statutes and two guiding documents of the SCFV were mobilized. In relation to descriptive-interpretative research, it carries out a semi-structured interview with 41 managers and social educators of the investigated projects. The data produced were interpreted through Content Analysis. Data analysis indicates that there is consistency between the prescribed documents and the speeches of managers and educators at a general level, however, at a specific level, some gaps are still found. Objectives related to ecology, development of autonomy, preservation of culture and combating prejudice are present in the documents, but they are not included in the speeches of educators and coordinators, which reinforces the need for approximation between the prescribed and practiced dimensions, so that the successes institutional conditions are even more significant. About the curriculum construction in / for social projects in order to qualify the institution's practices and presentation, this research shows that it is possible and viable, as long as it respects everyone involved with the service, teaching and learning process and not merely as a document bureaucratic. It is worth mentioning that part of this curriculum already exists in the form of statutes, histories and other documents, and it is up to the institutions and other researchers in the area to invest in discussions towards the merging and updating of existing documents, production and systematization of specific curricula for each institution.