Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2017-11-09T18:57:20Z
No. of bitstreams: 1
S?lvia Regina Silveira - Tese.pdf: 2349042 bytes, checksum: ac88ce858b353cbd9d7774eb93b6c1bd (MD5) / Rejected by Caroline Xavier (caroline.xavier@pucrs.br), reason: Devolvido devido ao t?tulo cadastrado na publica??o estar diferente do t?tulo do material PDF. on 2017-11-21T11:18:45Z (GMT) / Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2017-11-21T12:38:46Z
No. of bitstreams: 1
S?lvia Regina Silveira - Tese.pdf: 2349042 bytes, checksum: ac88ce858b353cbd9d7774eb93b6c1bd (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-11-29T18:19:56Z (GMT) No. of bitstreams: 1
S?lvia Regina Silveira - Tese.pdf: 2349042 bytes, checksum: ac88ce858b353cbd9d7774eb93b6c1bd (MD5) / Made available in DSpace on 2017-11-29T18:24:51Z (GMT). No. of bitstreams: 1
S?lvia Regina Silveira - Tese.pdf: 2349042 bytes, checksum: ac88ce858b353cbd9d7774eb93b6c1bd (MD5)
Previous issue date: 2017-08-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present study, guided by the dialectical-critical method, refers to the production of Social Service knowledge about the professional insertion in Education Policy in Brazil: challenges and perspectives within the scope of the Professional Project. Knowledge production of the Social Service on the insertion of professionals in Education Policy has been conforming in Brazil, from 2008 to 2016? The general objective was to analyze how the professional insertion in the Education Policy in Brazil is approached in the production of knowledge of Social Work, aiming to subsidize the professional category for a critical apprehension and in tune with the Professional Project. This research is based on critical social theory, based on the theoretical constructions of Istv?n M?sz?ros, which instigates us to apprehend the Education Policy in its contradictory movement, because if on the one hand, it develops educational practices that subalternize the working class, on the other, Has the potential to develop educational projects that resist the internalization of alienation inherent in class society. This research was based on one of the sources of knowledge production of the Social Service, which are the Proceedings of the two major meetings of the CBAS (Brazilian Congress of Social Workers) and ENPESS (National Meeting of Researchers in Social Work) Years of 2008 and 2016. 265 papers were mapped in these meetings and that somehow addressed the professional insertion in Education Policy. For data collection, qualitative research was used, through bibliographic research. In the data treatment, the content analysis was performed based on Bardin (2006). As main results, it was identified that the social workers are included in the Education Policy being requested by the State to act in the governmental programs and actions that aim at the extension of the access and the permanence of the subjects in said policy, being Such insertion marked by the tension between institutional requisitions and professional commitment to an educational project that meets the interests of the working class. Through the content analysis carried out, we arrive at the following thesis: The production of knowledge of Social Service, having as an analysis field the Annals of CBAS and ENPESS (2008-2016) addresses the professional insertion in Education Policy through two perspectives apprehended : From reproduction to the dominant order and / or resistance to the subalternizing power of the sociability of capital, demonstrating the intention between the Professional Project and the conservatism still present in professional work in Education Policy. It was concluded that in addition to the activities carried out to enable access to and permanence of the subjects in the aforementioned policy, social workers are challenged to enhance actions related to emancipatory social processes, contributing to the effectiveness of education, As a social right committed to the interests of the working class. / O presente estudo, orientado pelo m?todo dial?tico-cr?tico, refere-se a produ??o do conhecimento do Servi?o Social sobre a inser??o profissional na Pol?tica P?blica de Educa??o no Brasil: desafios e perspectivas no ?mbito do Projeto Profissional, tendo como problema a seguinte quest?o: Como a produ??o de conhecimento do Servi?o Social sobre a inser??o dos profissionais na Pol?tica de Educa??o vem se conformando, no Brasil, no per?odo de 2008 a 2016? O objetivo geral foi analisar de que forma a inser??o profissional na Pol?tica de Educa??o no Brasil ? abordada na produ??o de conhecimento do Servi?o Social, com vistas a subsidiar a categoria profissional para uma apreens?o cr?tica e sintonizada com o Projeto Profissional. Esta pesquisa se fundamenta na teoria social cr?tica, a partir das constru??es te?ricas de Istv?n M?sz?ros, que nos instiga a apreender a Pol?tica de Educa??o em seu movimento contradit?rio, pois se de um lado, desenvolve pr?ticas educativas que subalternizam a classe trabalhadora, de outro, tem o potencial de desenvolver projetos educativos que resistam ? interioriza??o da aliena??o inerente a sociedade de classes. A referida pesquisa se debru?ou em uma das fontes de produ??o de conhecimento do Servi?o Social que s?o os Anais dos dois maiores encontros da categoria profissional CBAS (Congresso Brasileiro de assistentes Sociais) e ENPESS (Encontro Nacional de Pesquisadores em Servi?o Social), ocorridos entre os anos de 2008 e 2016. Foram mapeados 265 trabalhos nos referidos encontros e que de alguma forma abordavam a inser??o profissional na Pol?tica de Educa??o. Para a coleta de dados, foi utilizada a pesquisa qualitativa, atrav?s da pesquisa bibliogr?fica. No tratamento dos dados foi realizada a an?lise de conte?do baseada em Bardin (2006). Como principais resultados identificou-se que os (as) assistentes sociais inserem-se na Pol?tica de Educa??o sendo requisitados (as) pelo Estado para atuar nos programas e a??es governamentais que visam a amplia??o do acesso e da perman?ncia dos sujeitos na referida pol?tica, sendo tal inser??o marcada pelo tensionamento entre as requisi??es institucionais postas e o compromisso profissional com um projeto educativo que atenda aos interesses da classe trabalhadora. Por interm?dio da an?lise de conte?do realizada chegamos a seguinte Tese: A produ??o de conhecimento do Servi?o Social, tendo como campo de an?lise os Anais do CBAS e do ENPESS (2008-2016) aborda a inser??o profissional na Pol?tica de Educa??o atrav?s de duas perspectivas apreendidas: de reprodu??o ? ordem dominante e/ou de resist?ncia ao poder subalternizante da sociabilidade do capital, demonstrando o tencionamento entre o Projeto Profissional e o conservadorismo ainda presente no trabalho profissional na Pol?tica de Educa??o. Concluiu-se que para al?m das atividades realizadas para a viabiliza??o do acesso e perman?ncia dos sujeitos na referida pol?tica, os (as) assistentes sociais s?o desafiados (das) a potencializar as a??es referentes aos processos sociais emancipat?rios, contribuindo para a efetiva??o da educa??o, enquanto direito social comprometida com os interesses da classe trabalhadora.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7750 |
| Date | 29 August 2017 |
| Creators | Silveira, S?lvia Regina |
| 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 |
Page generated in 0.0029 seconds