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Previous issue date: 2015-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study discusses the teaching of Social Issues in training in social work, in order to analyze how we are giving the teaching thereof, in relation to the theoretical foundations, methodological strategies and the theory-practice articulation, in order to offer subsidies for the improvement of education in the area. From a methodological point of view, the research is qualitative, elected dialectical and historical materialism as a method that has the following main categories: all, historicity and the contradiction. It employed the case study of a Course of Social Service, linked to a public university in Rio Grande do Sul. Were used for collecting the data, semi-structured interview techniques, whose subjects were fourteen teachers and twelve students that course and document analysis of Project Political. The content analysis technique was used for data processing and analysis. The study results show that the teaching of Social Issues in the Course researched is based on historical and dialectical materialism. However the arrest paradigm occurs in a weakened form, which affects the heterogeneity of concepts and mechanical reproduction of the concept. Teaching strategies of Social Issues range from game approaches, to lectures, preceded by readings. Coordination with the everyday experiences of students was highlighted as a powerful strategy in the teaching of Social Issues. Have the articulation of the social issue with teaching experience as a social worker of teachers was identified with an effective strategy for theoretical and practical grasp of object professional. There are difficulties in understanding of the social issue as the object of professional intervention during the supervised training. This difficulty predates the entry on stage, since the mainstreaming of practice teaching is not included in the teaching of Social Issues in this course. However, students demonstrate approaches in understanding the articulation of theoretical and methodological, technical and operational skills during the supervised training. The field supervisors and academic controversy exists as to the operation of the work, which requires greater coordination of this triad to overcome the challenges of theoretical and practical articulation. The propositions of this study highlight the need to deepen the understanding of the historical and dialectical materialism to overcome the heterogeneity of views on Social Issues, there is need to link the teaching of Social Issues with the everyday experience of students and to mediate the teaching of theoretical relationship -Practice from the experiences of teachers and social workers, both in socio-occupational spaces as extension projects. The improvement of the Social Issues teaching from the theory-practice relationship also requires the development of research to discuss the technical and operational skills, problematize the Social Issues as object and result in academic research on these issues which effectively subsidize training in Social Service. / Este estudo discute o ensino da Quest?o Social na forma??o em Servi?o Social, com objetivo de analisar como vem se dando o ensino da mesma, no que se refere aos fundamentos te?ricos, as estrat?gias metodol?gicas e a articula??o te?rico-pr?tica, com a finalidade de oferecer subs?dios para o aprimoramento da forma??o na ?rea. Do ponto de vista metodol?gico, a pesquisa ? qualitativa, tendo sido eleito o materialismo hist?rico e dial?tico como m?todo que possui as seguintes categorias centrais: a totalidade, a historicidade e a contradi??o; bem como lan?ou-se m?o do estudo de caso de um Curso de Servi?o Social, vinculado a uma universidade p?blica do Rio Grande do Sul. Foram utilizadas, para a coleta dos dados, as t?cnicas de entrevista semiestruturada, cujos sujeitos foram quatorze docentes e doze estudantes do referido curso e an?lise documental do Projeto Pol?tico Pedag?gico e a t?cnica da an?lise de conte?do para o tratamento dos dados e an?lise dos mesmos. Os resultados do estudo revelam que o ensino da Quest?o Social no Curso pesquisado fundamenta-se no materialismo hist?rico e dial?tico. Entretanto a apreens?o do paradigma se d? de forma fragilizada, o que repercute na heterogeneidade de concep??es e na reprodu??o mec?nica do conceito. As estrat?gias de ensino da Quest?o Social variam desde abordagens l?dicas, at? aulas expositivas, precedidas de leituras. A articula??o com as experi?ncias cotidianas dos estudantes foi ressaltada como uma estrat?gia potente no ensino da Quest?o Social. J? a articula??o do ensino da Quest?o Social com a experi?ncia como assistente social dos docentes foi apontada com uma estrat?gia eficaz para apreens?o te?rico-pr?tica do objeto profissional. H? dificuldades no entendimento da Quest?o Social como objeto de interven??o profissional durante o est?gio supervisionado. Essa dificuldade antecede o ingresso no est?gio, visto que, a transversalidade do ensino da pr?tica n?o ? contemplada no ensino da Quest?o Social nesse curso. Por?m, os estudantes demostram aproxima??es no entendimento da articula??o das compet?ncias te?rico-metodol?gicas e t?cnico-operativas durante o est?gio supervisionado. Os supervisores de campo e acad?micos apresentam diverg?ncias quanto ? operacionaliza??o do trabalho, o que demanda maior articula??o dessa tr?ade para superar os desafios de articula??o te?rico-pr?tica. As proposi??es deste estudo indicam que ? preciso aprofundar o entendimento do materialismo hist?rico e dial?tico para superar a heterogeneidade de concep??es sobre a Quest?o Social, h? necessidade de articular o ensino da Quest?o Social com a experi?ncia cotidiana dos estudantes e de mediar o ensino da rela??o te?rico-pr?tica com as experi?ncias dos docentes como assistentes sociais, tanto em espa?os s?ciocupacionais como em projetos de extens?o. O aprimoramento do ensino da Quest?o Social a partir da rela??o te?rico-pr?tica tamb?m requer a elabora??o de pesquisas que discutam ?s compet?ncias t?cnico-operativas, problematizem a Quest?o Social como objeto e resultem em produ??es te?ricas sobre essas tem?ticas que, efetivamente, subsidiem a forma??o em Servi?o Social.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6109 |
| Date | 26 March 2015 |
| Creators | Ferreira, Jos? Wesley |
| Contributors | Maciel, Ana L?cia Su?rez |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Servi?o Social, PUCRS, Brasil, Faculdade de Servi?o Social |
| 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, 600, 600, 600, 600, 1550256503942391725, -8796676102858938039, 2075167498588264571 |
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