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Publicação
Serviço Social - a garantia do direito à educação em Territórios Educativos de Intervenção Prioritária
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| Serviço Social | 1.2 MB | Adobe PDF |
Autores
Andrade, Amanda
Orientador(es)
Resumo(s)
A política de educação é uma política estratégica, tensionada por projetos sociais
antagônicos em disputa, que se configura historicamente como palco de embates ideológicos,
econômicos e sociais. Em Portugal tornou-se campo de atuação do assistente social desde que
os processos de democratização de acesso ao ensino trouxeram para o interior da escola as
múltiplas expressões da questão social (que tem a sua origem na relação capital-trabalho):
pobreza, trabalho precário, desemprego, discriminação de gênero, etnia, raça e orientação
sexual, dificuldades no acesso à saúde e violação de direitos diversos.
Essa dissertação visa contribuir para a reflexão sobre o trabalho do assistente social na
escola frente a tantos desafios e avaliar de que forma esta inserção pode potencializar uma
socialização humanizadora, crítica e emancipatória, tão necessárias ao pleno desenvolvimento
das crianças, dos jovens e da sociedade como um todo.
O estudo insere-se nos pressupostos de uma análise qualitativa de pesquisa, e através
do uso da metodologia de grupos focais com seis assistentes sociais da rede pública de ensino,
analisa à luz do método dialético, as competências e atribuições destes profissionais, que
atuam numa perspectiva de defesa e garantia de direitos, especialmente, na mediação entre
família, escola, comunidade e rede de proteção social, por meio de um trabalho
multiprofissional e interdisciplinar. Diante da imposição de restrições e distanciamentos, o
estudo também aborda o trabalho do assistente social face ao agravamento dos problemas
sociais que atingem às famílias e às escolas neste momento de pandemia. Pretende-se assim,
dar visibilidade à profissão em meio escolar.
Education policy is a strategic policy, tensioned by antagonistic social projects in dispute, which is historically configured as a stage for ideological, economic and social clashes. In Portugal, it has become a field of action for social workers since the democratization processes of access to education have brought to the school the multiple expressions of the social issue (which has its origin in the capital-labor relation): poverty, precarious work, unemployment, gender, ethnic, racial, and sexual orientation discrimination, difficulties in access to health care, and violation of several rights. This dissertation aims to contribute to the reflection on the work of the social worker at school facing so many challenges and to evaluate how this insertion can enhance a humanizing, critical and emancipatory socialization, so necessary for the full development of children, young people and society as a whole. The study is inserted in the assumptions of a qualitative research analysis, and through the use of the methodology of focus groups with six social workers from the public school network, analyzes in the light of the dialectical method, the competences and attributions of these professionals, who work in a perspective of defense and guarantee of rights, especially, in the mediation between family, school, community and social protection network, through a multiprofessional and interdisciplinary work. Faced with the imposition of restrictions and distancing, the study also addresses the work of the social worker in the face of worsening social problems that affect families and schools at this time of pandemic. Thus, it intends to give visibility to the profession in the school environment.
Education policy is a strategic policy, tensioned by antagonistic social projects in dispute, which is historically configured as a stage for ideological, economic and social clashes. In Portugal, it has become a field of action for social workers since the democratization processes of access to education have brought to the school the multiple expressions of the social issue (which has its origin in the capital-labor relation): poverty, precarious work, unemployment, gender, ethnic, racial, and sexual orientation discrimination, difficulties in access to health care, and violation of several rights. This dissertation aims to contribute to the reflection on the work of the social worker at school facing so many challenges and to evaluate how this insertion can enhance a humanizing, critical and emancipatory socialization, so necessary for the full development of children, young people and society as a whole. The study is inserted in the assumptions of a qualitative research analysis, and through the use of the methodology of focus groups with six social workers from the public school network, analyzes in the light of the dialectical method, the competences and attributions of these professionals, who work in a perspective of defense and guarantee of rights, especially, in the mediation between family, school, community and social protection network, through a multiprofessional and interdisciplinary work. Faced with the imposition of restrictions and distancing, the study also addresses the work of the social worker in the face of worsening social problems that affect families and schools at this time of pandemic. Thus, it intends to give visibility to the profession in the school environment.
Descrição
Palavras-chave
Educação Serviço Social Intervenção Social Pandemia