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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.
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