O passado sempre presente: As concep????es de forma????o na hist??ria da Faculdade Paulista de Servi??o Social - 1960-200

• Ano de defesa: 2009
• Autor(a) principal: Paulista, Maria In??s
• Orientador(a): Souza, Carlos Bauer de
• Banca de defesa: Jardilino, Jos?? Rubens , Chamon, Edna Maria Querido de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: BR
• Palavras-chave em Português: Educa????o; Servi??o Social; Institui????es Escolares; Forma????o Profissional
• Palavras-chave em Inglês: Education; Social Service; Educational Institutions; Vocational Training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/395

This study aims to investigate the concept of vocational training administered by Faculdade Paulista de Servi??o Social (Paulista School of Social Services), with the main objective of verifying the training concept adopted by this institution during the period from 1960 to 2000, reviving its history, path, roots and how it is currently presented. Going back to the Social Services emergence in Brazil, the research was focused on its origins, the pedagogic orientation adopted by the school and the legislation that organizes the profession of social assistants. The Faculdade Paulista de Servi??o Social highlights its historical and social relevance with the training of approximately six thousand professionals, giving them the ability to accompany the dynamics of accommodation and conflict, the outstanding contingencies of its insertion in capitalist society and the extent of its actions. Besides the primary, bibliographic and documentary sources, we used the content analysis and semi-structured interviews with professionals trained by the school as a resource to support the collected information. For this, four former students who currently work as social assistants were interviewed, being two of them teachers of the school. The research showed that the training concept that the school offered in its path was marked by a conservative model, which showed no significant changes in the 1960s. The conclusion that we came up with is that only in the beginning of 2000, there was a breakdown of traditional training to a concept of vocational training based on the principles of the Professional Ethics Code decreed in 1993