2026-02-102026-02-102025-09-12PINHEIRO, Andressa Flávia Lopes. Trabalho e prática docente no projeto Lúcia Esperança/Melb: uma experiência com educação formal e não formal. Orientadora: Maria Izabel Alves dos Reis. 2025. 22 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/9185. Acesso em:.https://bdm.ufpa.br/handle/prefix/9185This experience report analyzes the work and teaching practices developed at the Lúcia Esperança Project (MELB), a community institution that serves socially vulnerable Early Childhood Education children in a non-school setting. The study seeks to understand how pedagogical practices are configured in this context, articulating dimensions of formal and informal education, and highlighting challenges and advances. The research adopts a qualitative, descriptive, and exploratory approach, based on the researcher's experience at two distinct moments: as a child assisted in artistic activities and, later, as a volunteer in pedagogical supervision. The instruments used were a field diary, participant observation, and institutional documents, analyzed in light of thematic categorization (Bardin, 2016) and references such as Freire (1996), Gohn (2010), Arroyo (2012), and Libâneo (2012). The results indicate that, although MELB is not part of the public education system, it is organized similarly to a formal school, ensuring a structured pedagogical routine, uniforms, school supplies, and meals. At the same time, it preserves characteristics of informal education, such as flexibility, community ties, and the appreciation of affection. This hybridity gives the project a dual function: to democratize access to knowledge and, at the same time, to expose gaps in public early childhood education policies in the region. The conclusion is that MELB constitutes a legitimate educational territory, where teaching practices are reinvented in dialogue with local demands, establishing itself as a space of resistance and promotion of social emancipation.Acesso AbertoTrabalho docenteEducação InfantilEducação formalEducação não formalProjetos sociaisTeaching workEarly childhood educationFormal educationNon-formal educationSocial projectsCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil