PEDAGOGY BEYOND THE SCHOOL: HUMAN DEVELOPMENT AND PRACTICE IN NON-SCHOOL SPACES

Abstract

Social, cultural, and professional transformations in recent decades have significantly expanded the pedagogues’ field of practice, breaking with the traditional understanding that associates pedagogical work exclusively with the school environment. In this context, education is recognized as a process present in different dimensions of social life, also taking place in companies, non-governmental organizations, hospitals, social projects, and other collective learning spaces. This article aims to analyze the role of pedagogues in non-school spaces, considering their contributions to human development and professional training processes. The research is characterized as qualitative, bibliographic, and exploratory, based on authors such as Libâneo (2002), Freire (1996), Gohn (2018), Nóvoa (1992), Pimenta (2002), and Chiavenato (2014), who discuss education in its multiple social, cultural, and formative dimensions. The analyses demonstrate that pedagogical practice in non-school contexts promotes more reflective, collaborative, and humanized educational practices, strengthening lifelong learning processes and the construction of individual autonomy. It is observed that pedagogues assume functions related to knowledge mediation, competency development, continuing education, and the promotion of human relations in the different spaces where they work. The reflections developed throughout the study reinforce the importance of broadening the social recognition of pedagogy beyond the school environment, understanding education as a permanent practice fundamental to human and collective development.