A produção do conhecimento do serviço social sobre a inserção profissional na política pública de educação no Brasil : desafios e perspectivas no âmbito do projeto profissional

Abstract

The present study, guided by the dialectical-critical method, refers to the production of Social Service knowledge about the professional insertion in Education Policy in Brazil: challenges and perspectives within the scope of the Professional Project. Knowledge production of the Social Service on the insertion of professionals in Education Policy has been conforming in Brazil, from 2008 to 2016? The general objective was to analyze how the professional insertion in the Education Policy in Brazil is approached in the production of knowledge of Social Work, aiming to subsidize the professional category for a critical apprehension and in tune with the Professional Project. This research is based on critical social theory, based on the theoretical constructions of István Mészáros, which instigates us to apprehend the Education Policy in its contradictory movement, because if on the one hand, it develops educational practices that subalternize the working class, on the other, Has the potential to develop educational projects that resist the internalization of alienation inherent in class society. This research was based on one of the sources of knowledge production of the Social Service, which are the Proceedings of the two major meetings of the CBAS (Brazilian Congress of Social Workers) and ENPESS (National Meeting of Researchers in Social Work) Years of 2008 and 2016. 265 papers were mapped in these meetings and that somehow addressed the professional insertion in Education Policy. For data collection, qualitative research was used, through bibliographic research. In the data treatment, the content analysis was performed based on Bardin (2006). As main results, it was identified that the social workers are included in the Education Policy being requested by the State to act in the governmental programs and actions that aim at the extension of the access and the permanence of the subjects in said policy, being Such insertion marked by the tension between institutional requisitions and professional commitment to an educational project that meets the interests of the working class. Through the content analysis carried out, we arrive at the following thesis: The production of knowledge of Social Service, having as an analysis field the Annals of CBAS and ENPESS (2008-2016) addresses the professional insertion in Education Policy through two perspectives apprehended : From reproduction to the dominant order and / or resistance to the subalternizing power of the sociability of capital, demonstrating the intention between the Professional Project and the conservatism still present in professional work in Education Policy. It was concluded that in addition to the activities carried out to enable access to and permanence of the subjects in the aforementioned policy, social workers are challenged to enhance actions related to emancipatory social processes, contributing to the effectiveness of education, As a social right committed to the interests of the working class.