Subsídios para o trabalho de assistentes sociais na supervisão de campo : uma construção coletiva

Abstract

The present thesis aimed to analyze the reality of field supervision in the internship in Social Work and its particularities in formation, aiming at strengthening work and professional formation. Regarding the methodology, the dialectical-critical method is adopted as a reference, the research is of the participatory type with a qualitative approach. The techniques of documentary analysis, bibliographic review, application of a questionnaire were used and workshops. The data were analyzed through content analysis according to Moraes (1999). The thesis organizes field supervision into four axes: normative, theoretical-practical, formative and methodological, anteced by the introduction and preceded by the final considerations. The normative axis dealt with the Regulatory Law, the Code of Ethics, the Curricular Guidelines, Resolution 533 and the National Internship Policy. It highlighted the need for greater dissemination and reflection on the regulations, especially those specific to internship and supervision, which are still partially known, in part materialized or even not materialized in the internship fields. The theoretical-practical axis addressed the production of knowledge about field supervision through the Catalog of Theses and Dissertations, the annals of the Brazilian Congress of Social Workers and the Temporalis Journal. It found that there was a small number of productions whose specific theme was field supervision and its particularities, which contributes to the mistaken understandings and doubts still present in the reality of supervision. The formative axis investigated how field supervision is materialized in undergraduate courses, through Course Pedagogical Projects and curricula; and in Permanent Education, through the National Supervision Forum. Training for the exercise of supervision appears little in the structure of the courses, generally sharing spaces with other themes; there are also few universities that offer capacity courses for field supervisors. As for the workshops analyzed, although strategic spaces for struggle and strengthening, a lack of representation of the triad and little direct thematic focus on internship and supervision were verified. The methodological axis was dedicated to reflecting on the elements that make up the internship plan, articulating them with the debates held throughout the thesis. The construction of the plan was a constant doubt of the field supervisors throughout the research, and therefore, it was constituted as a theme of the workshops, which resulted in a plan model that contemplates the discussions and experiences of the participants, reiterating the collective construction in triad and the importance of each of its elements, which make it a guiding instrument for the internship and supervision. Field supervision is complex in the context of contemporary capitalism and neoliberal rationality, marked by the structural precariousness of work, the counter-reform of the State and the commodification of education. However, it is in this scenario, permeated by challenges and full of possibilities, that we must resist and intervene. Field supervision is an ethical and political commitment to quality training, and to ensure that the internship has a real central role in training, it is necessary to qualify field supervision. In this sense, the following are recommended: incentives for productions on the subject; expansion of the debate on supervision and its regulations; offering courses for field supervisors; mandatory discipline in undergraduate courses aimed at training for the exercise of supervision. Thus, the thesis formulated is that the subsidies necessary for work in field supervision are normative, theoretical-practical, formative and methodological. And that field supervision carried out without any of them weakens the process, since they need to be articulated, since they are parts of the same whole. In each of them and in their articulation are contained the dimensions of the profession: theoretical-methodological, ethical-political and technical-operative, and consequently, materialized the articulation of theory and practice.