A concepção de educação que norteia o trabalho profissional de Assistentes Sociais da rede básica de ensino de Campina Grande-PB.

• Ano de defesa: 2021
• Autor(a) principal: Moraes, André Monteiro
• Orientador(a): Souza, Moema
• Banca de defesa: Nóbrega, Mônica, Chagas, Bárbara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Serviço Social - PPGSS
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Concepção de educação e trabalho do Assistente social
• Área do conhecimento CNPq: SERVICO SOCIAL APLICADO::SERVICO SOCIAL DO TRABALHO
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3807

This dissertation brings an approach about social service and education, research aimed to apprehend the conception of education that guides the professional work of Social Workers of Basic Education, from the municipal education network of Campina Grande - PB, identifying the limits and possibilities in their professional intervention. For this, we proposed to capture this conception expressed in the Action Plan, a document organized by professional category and through interviews with social workers. From there, identify, in the activities carried out by the professionals, the theoretical-methodological and/or ideopolitical conceptions incorporated by the professional guidelines of the CFESS/CRESS set. The construction of this study and exposition of the object is based on a critical dialectical perspective, which has in Marx's method what best allows a global view of the current societal dynamics. Our analysis categories are expressed, both for the document and for the interview, according to: the projects and actions that the Social Service develops in formal institutions; the demands that emerge from social workers; the reference to professional competences and attributions expressed in the Law that Regulates the Profession (nº 8662/93), in the Code of Ethics (1993) and in the ABEPSS Curriculum Guidelines (1996); and the conception of education in the critical perspective guided by the Subsidies for the role of the Social Worker in the Education Policy of the CFESS/CRESS group. The study allowed us to recognize that the social workers were able to incorporate the guidelines assumed in the documents produced by the CFESS/CRESS group with regard to the theoretical and ideopolitical conceptions that are within the profession, based on a critical perspective and in line with the ethical-political project professional. Such incorporations are signaled both in the actions exposed in the action plan and in the speeches during the interviews, so there is a direct relationship between what the category defends about education with the work of Social Workers in the city of Campina Grande - PB.