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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Educadoras e educadores sociais de Porto Alegre em busca de reconhecimento

Dias, Santiago Pavani 30 April 2018 (has links)
Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2018-06-14T18:22:29Z No. of bitstreams: 1 Santiago_Pavani_Dias_Dis.pdf: 1387998 bytes, checksum: 409568f04cfab306966ad52b9d8a93b4 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-25T14:36:03Z (GMT) No. of bitstreams: 1 Santiago_Pavani_Dias_Dis.pdf: 1387998 bytes, checksum: 409568f04cfab306966ad52b9d8a93b4 (MD5) / Made available in DSpace on 2018-06-25T14:48:24Z (GMT). No. of bitstreams: 1 Santiago_Pavani_Dias_Dis.pdf: 1387998 bytes, checksum: 409568f04cfab306966ad52b9d8a93b4 (MD5) Previous issue date: 2018-04-30 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The occupational activity of Social Educators has its origin in the actions of popular social movements of the 1950s and 1960s. Currently, these workers represent a large part of workforce in the execution of public policies in Brazil, mainly Social Assistance. Considering the context of regulation of its activity in Brazil, this work investigates what are the social recognition demands of the Social Educators of Porto Alegre. For this, it seeks, in the Sociology of Professions, to cover a sociologic deficit identified in the national discussion about regulation, distinguishing occupations from professions; it presents the Axel Honneth?s Theory of Recognition as an analytical model to identify, within the content of social discourse, the demands for recognition and to analyze its normative validity; it sketches a history of the conformation of the occupational activity of Social Educators in Brazil, demonstrating that this identity is distinct, but not antagonistic, from the Popular Educators; and, finally, it analyzes the speech of Social Educators of Porto Alegre in interviews and in debates about the themes of their initial formation, practices and working conditions and regulation of their occupational activity in Brazil, having the Theory of Recognition as an analytical guide. The main demand for recognition identified was the society's knowledge of the activities carried out by Social Educators in such a way that people recognize them as work, not charity or volunteering. They demand from their colleagues, workers of categories already professionalized, the recognition of equity of their theoretical and practical contributions for the good development of activities in teams that operate in multiprofessional cooperation model, which also indicates a desire for greater autonomy in their occupational practices. Of the contracting institutions and State, they demand better working conditions, such as: reduction of working hours, mental health care, additional salaries (painfulness), and higher income. It was also observed the lack of knowledge of the Social Educators of Porto Alegre about the process of regulating their occupational activity in Brazil as well of the national discussion about the process. / A atividade ocupacional de Educadoras(es) Sociais tem suas origens nas a??es dos movimentos sociais populares dos anos 1950 e 1960. Atualmente, essas(es) trabalhadoras(es) representam boa parte da for?a de trabalho na execu??o das pol?ticas p?blicas no Brasil, principalmente as de Assist?ncia Social. Considerando o contexto da regulamenta??o de sua atividade ocupacional no Brasil, este trabalho investiga quais s?o as demandas por reconhecimento social das(os) Educadoras(es) Sociais de Porto Alegre. Para tal, busca, na Sociologia das Profiss?es, suprir um d?ficit sociol?gico identificado na discuss?o nacional sobre a regulamenta??o, distinguindo ocupa??es de profiss?es; apresenta a Teoria do Reconhecimento de Axel Honneth como modelo anal?tico para identificar, no conte?do dos discursos sociais, as demandas por reconhecimentos e analisar sua validade normativa; esbo?a uma hist?ria da conforma??o da atividade ocupacional de Educadoras(es) Sociais no Brasil, demonstrando que essa identidade ? distinta, por?m n?o antag?nica, a de Educadoras(es) Populares; e, por fim, analisa as falas de Educadoras(es) Sociais de Porto Alegre em entrevistas e em espa?os de debates sobre os temas da sua forma??o inicial, de suas pr?ticas e condi??es de trabalho e da regulamenta??o de sua atividade ocupacional no Brasil, tendo a Teoria do Reconhecimento como guia anal?tico. A principal demanda por reconhecimento identificada foi o conhecimento da sociedade das atividades realizadas por Educadoras(es) Sociais de tal forma que as pessoas as reconhe?am como um trabalho e n?o como caridade ou voluntariado. Demandam de suas(seus) colegas de trabalho, trabalhadoras(es) de categorias j? profissionalizadas, o reconhecimento da equidade de suas contribui??es te?ricas e pr?ticas para o bom desenvolvimento das atividades em equipes que operem em modelo de coopera??o multiprofissional, o que tamb?m indica um desejo de maior autonomia em suas pr?ticas ocupacionais. Das institui??es contratantes e do Estado, demandam melhores condi??es de trabalho, tais como: a redu??o da jornada de trabalho, cuidados de sa?de mental, adicionais salariais (penosidade) e maior renda. Tamb?m se constatou a falta de conhecimento das(os) Educadoras(es) Sociais de Porto Alegre sobre o processo de regulamenta??o de sua atividade ocupacional no Brasil bem como da discuss?o nacional sobre o processo.

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