A educação permanente em serviços nos espaços sócio-ocupacionais do assistente social

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Flávia Bastos de
• Orientador(a): Wanderley, Mariangela Belfiore
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Serviço Social
• Departamento: Faculdade de Ciências Sociais
• País: Brasil
• Palavras-chave em Português: Educação permanente; Serviço social; Assistentes sociais
• Palavras-chave em Inglês: Continuing education; Social work; Social workers
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/24196

This study presents a perspective of analysis of the contexts of permanent education in the socio-occupational spaces of the social worker, related to the professional political ethical project. It sought to observe and consider the training processes carried out with social workers, from the perspective of management, in two institutions: “O Núcleo de Apoio Psicossocial do Tribunal de Justiça do estado São Paulo”, and the “Conselho Regional de Serviço Social – CRESS/SP 9ª Região”. The chapters present the process of building permanent education through the science of education until it reaches the meanings of permanent education today. Illustrates its historicity in relation to Brazilian public social policies, where education is the precursor to its operationalization, followed by health regulations and more recently, the national social assistance policy. Addresses the conditions of the work environment, from the perspective of the contexts experienced by the social worker and, recovering the historical process of its professionalization, determined by the relations in this capitalist society. In the last chapter, we examined the results obtained with this research, seeking the effective fruition and the conditions for the operationalization of permanent education, under the conceptual parameters consulted in the bibliographic research mentioned here. Finally, we point out a certain distance from the concept given by permanent education as a critical and active teaching-learning methodology in comparison to the models implemented by the researched institutions. As well as, weak relation of the knowledge used by the interviewees, about the concept of permanent education mentioned in this study