SOCIAL PEDAGOGY IN NON-FORMAL EDUCATIONAL SETTINGS: POTENTIALITIES AND LIMITATIONS OF THE SOCIAL PEDAGOGUE'S PRACTICE

Abstract

This article analyzes the body of work regarding Social Pedagogy in social projects, highlighting contributions, limitations, and tensions within non-formal settings as shaped by the work of the social pedagogue. The study addresses the implications of this role and how such professionals can harness socio-educational potential while navigating the contradictions and demands present in social spaces. The objective is to understand the concepts of Social Pedagogy and education in non-formal settings by identifying trends, categories, and gaps in the field. This is a qualitative bibliographic study grounded in the "State of Knowledge" research approach. The investigation drew upon publications from the databases of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD), using the keywords "Social Pedagogy," "Non-formal Education," and "social projects" for the period 2016–2026. The results indicate that Social Pedagogy is characterized as an emancipatory practice for addressing inequalities in areas of social vulnerability. Thus, to move beyond merely palliative measures and foster effective change, it is imperative that the social pedagogue combine pedagogical practice with a strategic stance—advocating for professional recognition and strengthening public policies committed to inclusion, the recognition of social rights, citizenship, and social emancipation.