Beyond school, treating new paths: the performance of the pedagogist in the Psychosocial Care Center

Abstract

The present work is based on a reflection on the performance and contribution of the pedagogue in the Psychosocial Care Center (CAPS). In the CAPS, because it has a multidisciplinary team, in its Manual (2004), it highlights and requires the potential of the pedagogue for the development of psychoeducational activities. In the light of the conceptions about the field of action of the pedagogue developed by Libâneo (2001, 2010, 2012), Severo (2015), Freire (1967, 1981, 1987, 2015, 2019) and the non-school space as potentialities of becoming educational, we sought to understand the contributions of the pedagogue in/to the Psychosocial Care Center (CAPS). The research was developed in a qualitative methodological perspective of bibliographic review, highlighting six texts that address the performance of the pedagogue in the CAPS. The performance of the pedagogue adds to the CAPS space, in collaboration with other professionals, in the articulation of education and mental health, in the promotion of recovery and treatment of the subjects. The pedagogue, in their authentic and collaborative work, demonstrates the possibility of occupying other non-school spaces, in the development of educational actions in new environments, in which there is potential for teaching and learning, in the integral formation of the subject.