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Previous issue date: 2018-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis is devoted to analyzing the work of the social worker in Basic Education in
the Application Colleges of Brazil, in the period of 2016 and 2017, with the objective
of analyzing the work of these professionals and apprehending their configurations,
challenges and strategies, contributing to the construction of subsidies for the social
worker's role in the Education Policy and public primary schools. Guided by the
critical dialectic method, the research methodology used the qualitative approach.
The data collection was performed by: a) electronic questionnaire, built on the
Google platform; and, b) documentary analysis, guided by script. The analysis of the
data was based on the content analysis (Bardin), having a total of thirteen
professionals in these institutions and the documents entitled "Subsidies for the
Debate on Social Work in Education" and "Subsidies for the participation of social
workers in Education Policy ". As a result, it is concluded that the configuration of the
work of social workers in the Brazilian Colleges of Application is marked by the still
fragile definition of the function of Social Work in the school space, which is directly
linked to the recent insertion of social workers in this occupational social space and
institutional determinations that conform the professional work, be these materials or
relational, and that corroborate for a professional exercise based on an instrumental
reason. Although the institutional requisites point to the intention of guaranteeing
social protection to its students, the contradictory logic of capital permeates social
policies, such as Education Policy, so that, through this, the role of school in capitalist
society is strengthened, that is, to ensure the formation of a workforce in accordance
with the interests of the ruling class, both technically and ideologically. The
importance of emphasizing the socio-educational dimension of the profession is
emphasized in order to build a counter-hegemonic proposal of work, by encouraging
the practice of democratic management in school and by promoting spaces
conducive to collective processes in the school community , which lead to the
awareness of the subjects about their condition in capitalist society. It is concluded
that, for this, it is fundamental to increase the theoretical basis, made possible by the
increase in the number of academic productions aimed at the professional work of
the social worker in Education Policy, as well as by the necessary process of
collective review, by category, who today intend to contribute to the work of the social
worker in education. It is therefore envisaged to overcome the reductionism of
professional practice to instrumentality, so as to ensure the materialization of the
professional ethical-political project and contribute to a professional work based on a
critical rationality. / Esta Tese volta-se ? an?lise do trabalho do assistente social na Educa??o B?sica
nos Col?gios de Aplica??o do Brasil, no per?odo de 2016 e 2017, com o objetivo de
analisar o trabalho destes profissionais e apreender suas configura??es, desafios e
estrat?gias, contribuindo com a constru??o de subs?dios para a atua??o do
assistente social na Pol?tica de Educa??o e nas escolas de Educa??o B?sica
p?blicas. Orientada pelo m?todo dial?tico cr?tico, a metodologia de pesquisa utilizou
a abordagem qualitativa. A coleta de dados ocorreu por: a) question?rio eletr?nico,
constru?do na plataforma Google; e, b) an?lise documental, direcionada por roteiro.
A an?lise dos dados se deu com base na an?lise de conte?do (Bardin), tendo como
universo de sujeitos da pesquisa um total de treze profissionais em exerc?cio nessas
institui??es e os documentos intitulados ?Subs?dios para o Debate sobre Servi?o
Social na Educa??o? e ?Subs?dios para a atua??o de assistentes sociais na Pol?tica
de Educa??o?. Como resultado, se conclui que a configura??o do trabalho dos
assistentes sociais nos Col?gios de Aplica??o do Brasil ? marcada pela ainda fr?gil
defini??o da fun??o do Servi?o Social no espa?o escolar, que est? diretamente
vinculada ? recente inser??o de assistentes sociais neste espa?o s?cio ocupacional
e ?s determina??es institucionais que conformam o trabalho profissional, sejam
estas materiais ou relacionais, e que corroboram para um exerc?cio profissional
fundado numa raz?o instrumental. Apesar das requisi??es institucionais apontarem
para a inten??o de garantir prote??o social aos seus estudantes, a l?gica
contradit?ria do capital permeia as pol?ticas sociais, como a Pol?tica de Educa??o, de
modo que, por meio desta, o papel da escola na sociedade capitalista ? fortalecido,
ou seja, assegurar a forma??o de for?a de trabalho de acordo com os interesses da
classe dominante, tanto t?cnica quanto ideologicamente. Para tanto, destaca-se a
relev?ncia de se enfatizar a dimens?o socioeducativa da profiss?o, no intuito de
edificar uma proposta contra-hegem?nica de trabalho, atrav?s do incentivo ? pr?tica
da gest?o democr?tica na escola e da promo??o de espa?os prop?cios aos
processos coletivos da comunidade escolar, que conduzam ? conscientiza??o dos
sujeitos acerca da sua condi??o na sociedade capitalista. Conclui-se que, para isto,
? fundamental o adensamento da fundamenta??o te?rica, possibilitada pela
amplia??o do n?mero de produ??es acad?micas voltadas ao trabalho profissional do
assistente social na Pol?tica de Educa??o, bem como pelo necess?rio processo de
revis?o coletiva, pela categoria, dos documentos que hoje intencionam servir de
aporte ao trabalho do assistente social na educa??o. Vislumbra-se, com isso,
superar o reducionismo do exerc?cio profissional ? instrumentalidade, de modo que
assegure a materializa??o do projeto ?tico-pol?tico profissional e contribua para um
trabalho profissional fundamentado numa racionalidade cr?tica.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8139 |
| Date | 26 March 2018 |
| Creators | Saggin, Vanessa Gabriela |
| Contributors | Maciel, Ana L?cia Suarez |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Servi?o Social, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -5042336829439580540, 500, 500, 500, 600, -6557531471218110192, -8796676102858938039, 2075167498588264571 |
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