Serviço Social na educação: concepções e direitos em questão

• Ano de defesa: 2014
• Autor(a) principal: Dallago, Cleonilda Sabaini Thomazini
• Orientador(a): Martinelli, Maria Lúcia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Serviço Social
• Departamento: Serviço Social
• País: BR
• Palavras-chave em Português: Educação; Trabalho; Capitalismo
• Palavras-chave em Inglês: Education; Work; Capitalism; Social Work
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/17684

This thesis has as its object of study the Social Work in the intricacies of the conception and implementation of rights in education in the western Paraná. Object that defines itself through some questions that conduct this research, including the concern to understand how the profession is finding space to develop its work in the education field in the western Paraná, as well as define in which municipalities the professionals are allocated and in which sectors of this social policy. This research goes through the centrality of understanding how the Social Work can contribute to the construction of an education that frees man from the shackles of capital, before the difficult crossroad that the power of capital sets for social relations. In order to answer these questions, the research raised quantitative and qualitative data, creating, at first, a database to locate the municipalities that have on their contractual framework a social worker working in the area of education; and, secondly, we visited the municipalities identified, provided with guide of questions that raised the following items: institutional identification, professional identification and professional practice. After tabulating the data, we had the participation of fifteen (15) social workers that answered the list of questions, after a previous discussion, on locus, with the researcher. From the methodological point of view, it is a qualitative research, covering the literature and field research. The investigation exposed as a result the important role of understanding the education category in its dialectical movement with the prevailing mode of production in its intrinsic relationship with the working category, in view of the analysis of the foundations of this category is central to professional social workers in the area of education, in the orientation of the realization of the rights comprised in the National Education Policy and operationalized in western Paraná, as well as to understand the role that formal education assumes in this given sociability of market consistency that limits the relationship of rights and citizenship. We analyze some categories that are central to the strengthening and maintenance of capital - alienation, contradiction, inequality, rights, citizenship, inter alia so that we can understand the assignment given to education under the rule of capital, and demystify the plausible task of education in contributing for a more humane, just and free world, which will only be possible with a work that thinks the future and materialize the values in the present, in a radical transformation strategy for an education "beyond the capital"