O projeto social Cidade criança e sua influência na formação integral de crianças em situação de vulnerabilidade social

Abstract

This paper analyzes the influence of the actions of the Projeto Cidade Criança (City Child Project) on the holistic development of children in social vulnerability. The referred project is carried out by the Assembly of God Evangelical Church City of Workers, in the city of Fortaleza, in the state of Ceará. In this study, the quest was to answer the following question: how has the non-formal education carried out by the City Child Social Project contributed to the holistic formation of the children? Therefore, it is a case study, developed through explanatory research and, though this is a specific technique of qualitative research, it uses quantitative evidence. Its goal was to understand the reality researched. For the survey of the data which provide the foundations for this research, we used as our base indicators which would lead to the identification of risk and protection factors to which (the children) were exposed, as well as the influence of the actions of the social project in the holistic development of the children. The analysis of this last issue represented the general goal of this study. The specific goals were delineated as: conceptualizing holistic education and its historical context in Brazil; identifying the possibility of complementarity between formal and non-formal education in the development of a holistic education; defining the social educational context in which the children attended by the City Children Project are inserted; evaluate the interface of the pedagogical action of the school and of the social project. Understanding that education permeates all the spaces of communal interaction of a person, we initially sought to reflect on the concept of holistic education, for which we carried out a dialog between the concepts of formal education and non-formal education and its complementarity as a strategy for the development of a proposal for holistic education. The aspect of human development was supported by the bio-ecological approach, which comprehends all the life contexts of the person in development as interconnected structures, therefore the need for dialog between them, where these must establish stable structures for a healthy development to take place. Toward this end the analysis of the context in which the children participating in the project were inserted was carried out according to a pre-established sampling. In this way we intend to contribute to an evaluation as to the possibility of complementarity between formal education represented by the school system and non formal education represented by the actions of the organized civil society for a holistic formation.