This study analyzes the formation of the pedagogue to work in Non-School Environments
based on the speeches of quota students of the Pedagogy Course, Campus Universitário de
Castanhal, Universidade Federal do Pará. The theoretical framework is based on Libâneo
(2001, 2010) for the discussion on educational practice in different contexts and Saviani
(2012) for the incursion on the historical aspects of the field of Pedagogy. We used Gonh
(2010) for the discussion on non-formal education and the social educator and Jaccoud (2009)
for affirmative action policies. The study has a qualitative approach, as it makes it possible to
understand the universe of meanings about the education of pedagogues to work in
non-school contexts. The research participants were 06 (six) quota students from the Federal
University of Pará, Castanhal Campus, with 01 (one) racial quota, today, Black, Brown and
Indigenous Cota - PPI, 04 (four) school quota and 01 (one ) PSE I/Q - Indigenous and
Quilombola Selection Process. For data generation, we used a questionnaire with
semi-structured questions, sent via WhatsApp through the Google Forms link. For the
analysis of the discursive utterances of quota students, we used the technique of discourse
analysis based on the theoretical-methodological basis of Bakhtin's Theory of the Philosophy
of Language (2003), particularly in the use of the concepts of dialogism. The results of the
study reveal that pedagogy has a fundamental role for the human and social formation of
individuals in the different environments in which the pedagogical practice is developed and
we conclude that the formation of the Pedagogue for the Pedagogue's performance in
Non-School Environments requires planning, didactics and a process of human and social
formation.
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