Resumen:
Confronted with the challenges faced by a large part of the population that lives in a situation of social vulnerability, it is necessary to reflect on the recognition of children and adolescents as de facto citizens. The guarantee of the effectiveness of citizenship permeates Education, because through it, society is built. The highlighting of the relevance of Social Pedagogy in dialogue with Theology, from the perspective of human experience in the world and in interactions with otherness as a signification of God, for the development of the feeling of belonging and of affection, which are fundamental in the search for the meaning of life, with a view to the promotion of effective citizenship of children and adolescents in situations of social vulnerability, is part of the scope of this research. Focusing on the social actions developed by the researcher at an NGO in the State of Rio Grande do Sul, the aim is to analyze the formative process of children and adolescents from the perspective of holistic training, aimed at the flourishing of the person as an individual and a social being, and an effective participant of the society in which he or she operates, in the light of Leonardo Boff's theological perspective of essential care and transparency. Technically, the proposal of this work consists of a bibliographic research, of qualitative social and autobiographical nature. The bibliographic data are courted with the experience of the researcher which, through the narrative of her experiences as a social educator, recorded in a field diary, associated with the symbolic capital of renowned theorists, constitutes a reliable source of socio-anthropological research in education. The analysis of the historical process associated with the construction of citizenship of children and adolescents in Brazil, enables an understanding of the difficulties faced today for them to find their places in society. The contributions of Social Pedagogy in the construction of citizenship of marginalized people, located in the sphere of care, enable the dialogue between Social Pedagogy and Theology, so that Transparency can be experienced, based on solidary love. The actions developed based on the aforementioned dialogue are capable of promoting the personal transformation that enables the desired social transformation.
