Det här är en studie om hur nyutexaminerade socionomer upplever och hanterar sin arbetssituation efter sin socionomexamen på Ersta Sköndal Högskola. Studiens fokus har varit att beskriva och förstå hur de nyutexaminerade socionomerna hanterar sin arbetssituation samt att undersöka hur förberedda dessa socionomer är från sin utbildning för att möta sitt första arbete som socionom. Tio nyutexaminerade socionomer har intervjuats.Resultatet i studien visar att samtliga intervjupersoner upplever höga krav på sin arbetsplats. Det som är avgörande för om socionomerna är tillfreds eller till och med upplever kraven som positiva är om de upplever tillräckligt med stöd från sina kollegor och chef. Det privata stödet för socionomerna är också av vikt för hur de upplever sin arbetssituation. Hur utbildningen har påverkat socionomerna är varierande, mönstret i studien pekar på att utbildningen har förberett socionomerna med en generell kunskap i hur de ska förhålla sig till och hur de hanterar sitt arbete. De saknar dock till viss del direkta kunskaper i vissa avgörande delar i arbetet. Att nyutexaminerade studenters upplevelse av arbetslivet undersöks är av vikt för både professionen, utbildningen och studenten själv.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A presente dissertaÃÃo insere-se na linha Economia PolÃtica, Sociabilidade e EducaÃÃo do Programa de PÃs-GraduaÃÃo em EducaÃÃo Brasileira da Universidade Federal do Cearà igualmente integra as produÃÃes do grupo de pesquisa do LaboratÃrio de Estudos do Trabalho (LABOR) Elegemos como objeto de estudo o processo de escolarizaÃÃo da classe de trabalhadores da indÃstria propiciado pela classe burguesa industrial do Cearà a partir da anÃlise do Programa EducaÃÃo do Trabalhador desenvolvido pelo ServiÃo Social da IndÃstria ligado a FederaÃÃo das IndÃstrias do Estado Trata-se de uma pesquisa de natureza qualitativa tendo como abordagem o Estudo de Caso usando procedimentos como anÃlise documental anÃlise bibliogrÃfica e observaÃÃo participante Apresenta-se como aporte o referencial teÃrico-metodolÃgico do pensamento de Louis Althusser no que se refere ao conceito de reproduÃÃo das relaÃÃes de produÃÃo capitalistas e aparelho ideolÃgico escolar que nos ofereceu subsÃdios para compreender as relaÃÃes de reproduÃÃo oriundas de um projeto de educaÃÃo classista da burguesia industrial A rica experiÃncia de estudos e pesquisa deixou-nos como heranÃa para o doutorado o interesse em investigar outras vias de possibilidade enveredando pelo caminho marxista da prÃxis como principio formativo da classe trabalhadora da indÃstria à guisa de consideraÃÃes, diante do resultado trazido pela pesquisa advogamos que a escolarizaÃÃo bÃsica como via de habituaÃÃo do trabalhador e de forma particular o Programa EducaÃÃo do Trabalhador proporcionado pelo ServiÃo Social da IndÃstria no Cearà tÃm uma relevante influencia na reproduÃÃo das relaÃÃes de classe desses trabalhadores Contudo vale ressaltar que no contexto histÃrico ao trabalhador pobre desqualificado o Programa assume a forma apenas de ascensÃo social com condiÃÃes apenas de ter acesso aos bens de consumo que o capital produz Todavia urge a necessidade de se pensar em um Programa escolar que tenha como caminho uma aÃÃo educativa voltada a emancipaÃÃo humana e nÃo sà a reproduÃÃo das relaÃÃes de produÃÃo capitalistas. / The present doctoral thesis falls within the line of Economy Politics Sociability and Education in the Graduate Program in Brazilian Education at the Federal University of Cearà while integrating the production of the Work Studies Laboratory (LABOR) The object of our study is the schooling of the industrial working class propitioned by the industrial bourgeoisie of Cearà from an analysis of the Workerâs Education Program developed by the Industrial Social Services linked to the Federation of State Industries The research is characterized as qualitative Case Study using procedures such as documental analyses bibliographic and observer/ participant It is a reference pointâtheoreticalâmethodological elaborated by Louis Althusser in that it refers to the concept of reproduction of relationships of capitalist production and the ideological school mechanism that offered us subsidiaries to understand the relationships and the reproduction originating from a project in classist industrial bourgeoise The rich experience of studies and research left us with an inheritance for the doctoral candidate interested in investigation of other possible lines of research beginning with Marxist perspectives of the Praxis as the formative principle of the industrial working class The guise of considerations faced with the results generated by this research we advocate that basic schooling as a way to foster worker habits and the particular form of the Education of Work provided by the Industrial Social Service in Cearà has relevant influence in the reproduction of relationships of class of these workers Along with this, noteworthy is that in the historical context of the poor unskilled worker the Program takes a form of upward social mobility with the possibility of only having access to consumer goods that capital produces However the need arises to think about a school Program that has as its guiding path educational action focused on human emancipation and not only the reproduction of capitalist production relationships

High-school students' behavioural problems are caused by a number of factors. These include individual genetic dispositions as well as family upbringing and other environmental influences. Recently, adolescent problem behaviour has become an increasingly discussed issue. It therefore seems necessary to be able to respond to this challenge in the best possible way and look for appropriate strategies that may effectively remedy the situation. It is therefore useful to have a team of multidisciplinary experts available that is equipped to face such problems and able to guide the child through the entire process. The first one to notice problem behaviour may be the parent, teacher, or class-mate. The list may also include education welfare officer who is typically in charge of handling such issues at school. Their role in tackling problem behaviour is in fact essential. The same applies to the other experts involved in work with students namely social workers from the child's legal protection and social welfare department unit, court employees, police officers, employees of institutions dealing with children's behavioural disorders etc. The social worker that assist families to manage adolescent problem behaviour or other family issues often plays an important role in the struggling young person's life these days. The thesis is based on a qualitative type of research, interview being its main data collection method. The individual case studies this thesis works with were identified beforehand and included social workers, education welfare officers as well as students. The data have been obtained through semi-structured interviews. The actual data collection took place from March to April 2016. For the sake of maintaining their authenticity, the interviews were transcribed literally, with no further editing. In this particular thesis, the social workers and educational consultants involved in dealing with students of vocational and professional high-schools were specifically targeted. These workers were identified according to the schools location, namely in Břeclav District. Another researched unit were the apprentices of the Břeclav District vocational school. There are two objectives of this thesis; the first one tackling mutual cooperation of the education welfare officers and the social worker, the second on focusing the students and their interest in the support services at their school. The conclusions of the research indicate that education welfare officers and social workers are fairly satisfied with their cooperation. Both groups work under significant time pressure that does not allow them to deal with a specific case beyond certain limit and they welcome if problematic cases are first investigated by the institution that primary deals with them. The most common problems are absenteeism, students' inappropriate behaviour, study problems and personal troubles, bullying, school performance and family financial problems. In case of the second research question that focuses on students, the research conclusions indicate that most often, the apprentices prefer to handle their problems at home with their parents or at school with their class-mates, friends, teachers, head-teachers or with an actual education welfare officers as well as with a psychologist. Trust is being regarded as very important in such situations. Most of the respondents were able describe the role of a welfare officer with success. With the exception of one female student, all respondents indicated they would be willing to contact the education welfare officer if they had problems.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-09-13T16:28:19Z No. of bitstreams: 1 arquivototal.pdf: 2076278 bytes, checksum: e15565cc8e59f4f20c302c4ef9648405 (MD5) / Made available in DSpace on 2016-09-13T16:28:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2076278 bytes, checksum: e15565cc8e59f4f20c302c4ef9648405 (MD5) Previous issue date: 2016-03-31 / This Master's Dissertation has its researching object the examining of the human rights education held in the context of a specific education, the integrated professional education to high school, in a delimited field, the Integrated Course of Computing at IFPB - Campus Guarabira. The research begins, at the first chapter, with the consideration of education’s role and the work in the context of the sociability capital and from it to understand the educational concept underlying the integrated project on current policies. Such educational design is structured around an emancipatory perspective for the working class and an articulated practice with the interests of the dominated class, by considering the work as an educational principle for the feasibility of an integral human formation. The analysis of such educational concept demonstrates the dialogue of its principles and foundations with complex view of human rights, which demands the approach of its discussion about the excluded ones and claims a pedagogical action for opening and guarantee spaces of struggle around the construction of the dignity and human emancipation. From this reading of human rights, fostered by Herrera Flores (2009), it is proposed that the work as an educational principle, within the integrated education, demands worker access to technical, scientific and cultural knowledge needed for a critical reading of socio-productive relations, as well as needed human rights knowledge to open spaces of debate and struggle that will enable the effective construction worker dignity in times of crisis. To better support the theoretical and empirical way proposed in this study, its promoted in the second chapter, a brief historical background of Brazilian education, demonstrating the mishaps drawn around the educational duality of high school, split between workup education and vocational education which brought forth, from the struggles for its overcoming, the germs that today subsidize the integrated educational concept assumed by Brazilian official documents. Furthermore, it is proposed, in the third chapter, a description of education in human rights from international and national documents that provide the current framework of the matter. The work culminates, in the fourth chapter, with the appropriation of analysis from the documents and the voices of the subjects related to the search field, demonstrating the (re)meanings that are operated in the field about the integrated concepts of education and human rights education. The field research proposed in this study is intended, therefore, to recover the analytical categories mentioned in the first chapter and the debate proposed by them, using them as a parameter for the analysis of (re)constructed meanings in the research field. / A presente Dissertação de Mestrado tem por objeto de pesquisa o exame da educação em direitos humanos realizada no contexto de uma educação específica, a educação profissional integrada ao ensino médio, em um campo delimitado, o Curso Integrado em Informática do IFPB – Campus Guarabira. A pesquisa parte, no primeiro capítulo, da consideração do papel da educação e do trabalho no contexto da sociabilidade do capital, para a partir dela compreender a concepção educacional que subjaz o projeto integrado nas políticas atuais. Tal concepção educacional estrutura-se em torno de uma perspectiva emancipatória para a classe trabalhadora e de uma prática articulada com os interesses desta classe, através da consideração do trabalho enquanto princípio educativo para viabilização de uma formação humana integral. A análise de tal concepção educacional demonstra a interlocução de seus princípios e fundamentos com a visão complexa dos direitos humanos, que demanda a aproximação de seu debate dos excluídos e reivindica uma ação pedagógica para abertura e garantia de espaços de luta em torno da construção da dignidade e emancipação humanas. A partir desta leitura dos direitos humanos, propiciada por Herrera Flores (2009), propõe-se que o trabalho enquanto princípio educativo, no âmbito da educação integrada, demanda o acesso do trabalhador ao conhecimento técnico, científico e cultural devido para uma leitura crítica das relações sócio-produtivas, como também o conhecimento dos direitos humanos necessário para a abertura de espaços de debates e luta que permitam a efetiva construção da dignidade do trabalhador em contextos de crise. Para melhor subsidiar o caminho teórico e empírico proposto neste estudo, promove-se, no segundo capítulo, uma breve contextualização histórica da educação brasileira, demonstrando os percalços traçados em torno da dualidade educacional do ensino médio entre a educação propedêutica e a educação profissional, a qual fez brotar, a partir das lutas por sua superação, os gérmens que hoje subsidiam a concepção educacional integrada assumida pelos documentos oficiais brasileiros. Outrossim, propõe-se, no terceiro capítulo, uma caracterização da educação em direitos humanos a partir de documentos internacionais e nacionais que propiciam o enquadramento atual da questão. O trabalho culmina, no quarto capítulo, com a apropriação da análise proveniente dos documentos e das vozes dos sujeitos relativos ao campo de pesquisa, demonstrando as (re)significações que são operadas no campo acerca das concepções de educação integrada e da educação em direitos humanos. A pesquisa de campo proposta neste estudo pretende, para tanto, recuperar as categorias analíticas lançadas no primeiro capítulo e o debate por elas proposto, utilizando-as como parâmetro para a análise das (re)significações construídas no campo de investigação.

En del socionomer kan uppleva obehag att samtala med människor som är i kris eller mår dåligt. Skolkuratorer är en av de som kan uppleva en osäkerhet huruvida de ska samtala med barn och ungdomar. Syftet med denna studie är att undersöka vilka metoder skolkuratorer från Malmös grundskolor använder i sina samtal med elever, men även hur skolkuratorerna beskriver sina kompetenser i samtalsmetodik. Vi har utgått ifrån en kvalitativ metod där vi har intervjuat sex skolkuratorer med olika långa anställningar inom skolkuratorsyrket. Studiens resultat visar att skolkuratorer inte följer någon metod på hur de ska förhålla sig i samtal med elever. Det finns ingen mall på hur skolkuratorer ska utföra sitt arbete vilket innebär att de arbetar väldigt olika och utvecklar olika sätt att utföra samtalen som de själva anser ger bäst resultat. Istället för en metod så blir det en “plock” av alla möjliga metoder för att anpassa elevernas behov. Däremot såg vi flera likheter i modeller som de nämnde att de utgår ifrån, såsom motiverande samtal och empatiskt förhållningssätt där olika faktorer spelar en väsentlig roll för samtalets utveckling såsom ett gott bemötande. I enlighet med learning by doing visar resultatet på studien att skolkuratorerna får mer kunskap på hur man samtalar desto fler samtal de genomför. För att få bättre kompetenser i samtalsmetodik önskar skolkuratorer mer praktik och djupare kurser i samtalsmetodik från socionomutbildningen. / Some social workers can experience discomfort when speaking with people in a state of crisis or who are mentally unwell. School counselors are among those who can experience insecurity on how they should talk with children and teenagers. The purpose of this study is to examine what models school counselors from Malmö’s elementary schools use in their conversations with students and how the school counselors describe their speech methodic competences. We used a qualitative method where we interviewed six school counselors with varying lengths of employments within the profession. The result of the study shows that school counselors do not follow any model on how to act in conversations with students. There is no template on how school counselors should conduct their work which means that they work very differently and develop different ways to conduct conversations according to what they themselves believe give the best results. Instead of one method it becomes a pick of all sorts of different methods to adapt to the student’s needs. We did, however, see many similarities in models that they mentioned they use as a foundation, such as motivating talks and an empathic approach, where different factors play an essential part for the development of the conversations, such as a good reception. Furthermore, the result shows that school counselors learn to converse the more conversations they have, in accordance with learning by doing. To achieve better competences in conversation methodics, school counselors wish for more internships and more in-depth courses in conversation methodics from the social worker education.

MAIA, Maryland Bessa Pereira. Mudanças no mundo do trabalho, educação e reprodução social dos industriários no Ceará. 2010. 175f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-08-07T14:25:25Z No. of bitstreams: 1 2010_DIS_MBPMAIA.pdf: 872066 bytes, checksum: 90bdcab7dbd7a895e7916cf2091977f0 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-14T13:23:36Z (GMT) No. of bitstreams: 1 2010_DIS_MBPMAIA.pdf: 872066 bytes, checksum: 90bdcab7dbd7a895e7916cf2091977f0 (MD5) / Made available in DSpace on 2012-08-14T13:23:36Z (GMT). No. of bitstreams: 1 2010_DIS_MBPMAIA.pdf: 872066 bytes, checksum: 90bdcab7dbd7a895e7916cf2091977f0 (MD5) Previous issue date: 2010 / The present doctoral thesis falls within the line of Economy Politics Sociability and Education in the Graduate Program in Brazilian Education at the Federal University of Ceará while integrating the production of the Work Studies Laboratory (LABOR) The object of our study is the schooling of the industrial working class propitioned by the industrial bourgeoisie of Ceará from an analysis of the Worker’s Education Program developed by the Industrial Social Services linked to the Federation of State Industries The research is characterized as qualitative Case Study using procedures such as documental analyses bibliographic and observer/ participant It is a reference point—theoretical—methodological elaborated by Louis Althusser in that it refers to the concept of reproduction of relationships of capitalist production and the ideological school mechanism that offered us subsidiaries to understand the relationships and the reproduction originating from a project in classist industrial bourgeoise The rich experience of studies and research left us with an inheritance for the doctoral candidate interested in investigation of other possible lines of research beginning with Marxist perspectives of the Praxis as the formative principle of the industrial working class The guise of considerations faced with the results generated by this research we advocate that basic schooling as a way to foster worker habits and the particular form of the Education of Work provided by the Industrial Social Service in Ceará has relevant influence in the reproduction of relationships of class of these workers Along with this, noteworthy is that in the historical context of the poor unskilled worker the Program takes a form of upward social mobility with the possibility of only having access to consumer goods that capital produces However the need arises to think about a school Program that has as its guiding path educational action focused on human emancipation and not only the reproduction of capitalist production relationships / A presente dissertação insere-se na linha Economia Política, Sociabilidade e Educação do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará igualmente integra as produções do grupo de pesquisa do Laboratório de Estudos do Trabalho (LABOR) Elegemos como objeto de estudo o processo de escolarização da classe de trabalhadores da indústria propiciado pela classe burguesa industrial do Ceará a partir da análise do Programa Educação do Trabalhador desenvolvido pelo Serviço Social da Indústria ligado a Federação das Indústrias do Estado Trata-se de uma pesquisa de natureza qualitativa tendo como abordagem o Estudo de Caso usando procedimentos como análise documental análise bibliográfica e observação participante Apresenta-se como aporte o referencial teórico-metodológico do pensamento de Louis Althusser no que se refere ao conceito de reprodução das relações de produção capitalistas e aparelho ideológico escolar que nos ofereceu subsídios para compreender as relações de reprodução oriundas de um projeto de educação classista da burguesia industrial A rica experiência de estudos e pesquisa deixou-nos como herança para o doutorado o interesse em investigar outras vias de possibilidade enveredando pelo caminho marxista da práxis como principio formativo da classe trabalhadora da indústria Á guisa de considerações, diante do resultado trazido pela pesquisa advogamos que a escolarização básica como via de habituação do trabalhador e de forma particular o Programa Educação do Trabalhador proporcionado pelo Serviço Social da Indústria no Ceará têm uma relevante influencia na reprodução das relações de classe desses trabalhadores Contudo vale ressaltar que no contexto histórico ao trabalhador pobre desqualificado o Programa assume a forma apenas de ascensão social com condições apenas de ter acesso aos bens de consumo que o capital produz Todavia urge a necessidade de se pensar em um Programa escolar que tenha como caminho uma ação educativa voltada a emancipação humana e não só a reprodução das relações de produção capitalistas.

En del socionomer kan uppleva obehag att samtala med människor som är i kris eller mår dåligt. Skolkuratorer är en av de som kan uppleva en osäkerhet huruvida de ska samtala med barn och ungdomar. Syftet med denna studie är att undersöka vilka metoder skolkuratorer från Malmös grundskolor använder i sina samtal med elever, men även hur skolkuratorerna beskriver sina kompetenser i samtalsmetodik. Vi har utgått ifrån en kvalitativ metod där vi har intervjuat sex skolkuratorer med olika långa anställningar inom skolkuratorsyrket. Studiens resultat visar att skolkuratorer inte följer någon metod på hur de ska förhålla sig i samtal med elever. Det finns ingen mall på hur skolkuratorer ska utföra sitt arbete vilket innebär att de arbetar väldigt olika och utvecklar olika sätt att utföra samtalen som de själva anser ger bäst resultat. Istället för en metod så blir det en “plock” av alla möjliga metoder för att anpassa elevernas behov. Däremot såg vi flera likheter i modeller som de nämnde att de utgår ifrån, såsom motiverande samtal och empatiskt förhållningssätt där olika faktorer spelar en väsentlig roll för samtalets utveckling såsom ett gott bemötande. I enlighet med learning by doing visar resultatet på studien att skolkuratorerna får mer kunskap på hur man samtalar desto fler samtal de genomför. För att få bättre kompetenser i samtalsmetodik önskar skolkuratorer mer praktik och djupare kurser i samtalsmetodik från socionomutbildningen. / Some social workers can experience discomfort when speaking with people in a state of crisis or who are mentally unwell. School counselors are among those who can experience insecurity on how they should talk with children and teenagers. The purpose of this study is to examine what models school counselors from Malmö’s elementary schools use in their conversations with students and how the school counselors describe their speech methodic competences. We used a qualitative method where we interviewed six school counselors with varying lengths of employments within the profession. The result of the study shows that school counselors do not follow any model on how to act in conversations with students. There is no template on how school counselors should conduct their work which means that they work very differently and develop different ways to conduct conversations according to what they themselves believe give the best results. Instead of one method it becomes a pick of all sorts of different methods to adapt to the student’s needs. We did, however, see many similarities in models that they mentioned they use as a foundation, such as motivating talks and an empathic approach, where different factors play an essential part for the development of the conversations, such as a good reception. Furthermore, the result shows that school counselors learn to converse the more conversations they have, in accordance with learning by doing. To achieve better competences in conversation methodics, school counselors wish for more internships and more in-depth courses in conversation methodics from the social worker education.