Pedagogia não formal em foco: um olhar sobre a formação de pedagogos nas universidades federais do Rio Grande do Sul

Abstract

This research aimed to analyze the formative perspective of non-formal pedagogy in Pedagogy programs at Federal Universities in Rio Grande do Sul, seeking to identify practices, challenges, and potential of this approach in the academic context. It sought to answer the following question: What is the formative perspective of non-formal pedagogy in the in-person evening courses offered by these institutions? Considering that initial training is generally directed toward working in formal educational settings, and given the scarcity of studies on the subject, the research sought to: investigate pedagogy as a science, examining its theoretical, methodological, and practical foundations; analyze the diversity of education and its implications for contemporary practices; contextualize and discuss non-formal education and the intervention of pedagogues in these settings; identify and analyze the formative practices outlined in the Pedagogical Course Projects (PPCs); and develop a collaborative educational website for pedagogues, providing theoretical support and a space for interaction. The methodology adopted a qualitative approach, encompassing bibliographical, documentary, and field research. The PPCs of four federal universities in the state of Rio Grande do Sul were analyzed, and semi-structured interviews were conducted with three Pedagogy course coordinators. The results showed that only one university includes a mandatory course on non-formal education, while another offers elective courses on the topic occasionally. The others do not address the topic in their official documents, revealing a gap in training focused on non-school educational settings. The interviews with coordinators revealed that knowledge of non-formal pedagogy is limited, even among coordinators, and that there is frequent confusion between the concepts of non-formal and informal pedagogy. Despite this, participants recognized the relevance of the topic and expressed interest in expanding it into curricula, emphasizing that experiences in non-formal settings can transform students' perceptions of their professional identity, promoting recognition, belonging, and social engagement.