O ensino da instrumentalidade do serviço social no Rio Grande do Norte
With the emergence of neoliberalism and the imposition of the minimum state, social policies are marked by several setbacks, especially education, because nowadays is affected by the structural crisis of capital and education becomes a commodity. As a result, there is a proliferation of universit...
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Formato: | Dissertação |
Idioma: | por |
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Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26556 |
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Resumo: | With the emergence of neoliberalism and the imposition of the minimum state, social policies
are marked by several setbacks, especially education, because nowadays is affected by the
structural crisis of capital and education becomes a commodity. As a result, there is a
proliferation of university courses in conditions that compromise the quality of training, mainly
due to the expansion of distance courses, with minimum time and unrelated to research and
production of knowledge, as well as extension. This process focuses on the logic of the capitalist
market that does not deepen the knowledge capable of guaranteeing an integral human
formation, with a wide, conscious and critical knowledge. And as a consequence, we have an
increase of unemployed graduates. Faced with this, education is faced with two possibilities: to
contribute to the reproduction of the capitalist order, or to contribute to overcoming this order.
In this context, we see the intensification of formal-abstract and critical-dialectical rationalities
and consequently conservative thinking strengthened by neoliberal ideology invades all spheres
of social life in the quest to strengthen individualism, fragmentation, pragmatism, bureaucracy
and de-historization of facts social policies. All the changes of this productive system impacted
the professional formation in Social Work, demanding from the profession an increasingly
critical instrumentality, that is to say, a rigorous theoretical-methodological, ethical-political
and technical-operative deal with the ongoing conservative offensive. dismantling of higher
education and an articulation of the representative entities of Social Service in the unceasing
struggle for a secular, public and quality education. With these structural / conjunctural
determinants placed in the social reality it is necessary to strengthen the debate of the
instrumentality of Social Service in the contemporary molds, then this work has as objective to
present the theoretical-methodological, ethical-political and technical-operative bases of this
instrumentality in the formation professional courses of social work in the public and private
sphere in the state of Rio Grande do Norte. The locus of the research were three institutions of
higher education, namely: UFRN), UERN and UNIFACEX. We conducted semi-structured
interviews with twelve teachers and three students, totaling 15 people interviewed. As a result
of the research, we consider that: the Brazilian Social Service builds in its process of renewal,
from the congress of the turning point in 1979 to the present day, a critical culture, that
especially from the years 2000 deepened the understanding about instrumentality; in vocational
training in Rio Grande do Norte, the discussion of instrumentality is located in this debate at
the national level and is occurring in a transversal way in the curricular structures; the
theoretical-methodological, ethical-political and technical-operative foundation is in line with
the hegemonic debate in the profession. However, students continue to overemphasize the
operational dimension. Thus, it is evident that many are the determinants that explain such
mismatch, we highlight the following: capitalist social relations that reinforce the separation
between theory and practice and a pragmatic way of thinking; the neoliberal conjuncture that
has implications in the apprehension and conception of the world of the students, determining
precarious objective and subjective conditions, for example: insufficient reading, intense work
and / or non-compulsory internship, no identification with the course, no apprehension of
contents of other disciplines. In short, it is a challenge for teachers to work on this theme in the
face of a daily life marked by formal-abstract rationality. |
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