O educador no espaço das políticas de assistência social

The article focuses on the role of social educators in the field of public policies, specifically social assistance policies, in which this role (social educator) has been assumed by both high school egressed and professionals from humanities courses. Based on the assumption that the subjects who assume the role of “social educators” do not always feel prepared for a qualified performance with users of social assistance policy, the text seeks to offer a set of theoretical-methodological and ethical reflection as a subsidy to the action of this professional in the perspective of human and social development. To this end, it is based on the reflections of several thinkers, as well as on the assumptions of Socio-historical theory. The intention, as already explained, is to offer social educators who work in a context of vulnerability and exclusion, a systematic reflection that can guide their practices from the perspective of technical competence, political commitment, and human sensitivity.