A socioeducação e a produção de conhecimentos na área do serviço social: entre a renovação e o conservadorismo

Detalhes bibliográficos
Ano de defesa: 2013
Autor(a) principal: Cunha, Liziane Giacomelli Henriques da lattes
Orientador(a): Aguinsky, Beatriz Gershenson lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
Programa de Pós-Graduação: Programa de Pós-Graduação em Serviço Social
Departamento: Faculdade de Serviço Social
País: BR
Palavras-chave em Português:
Área do conhecimento CNPq:
Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/545
Resumo: The present study presents as theme the production of knowledge in the Social Service area. Focuses on analysing the contribution of the Social Service field in the production of knowledge about socio-educational starting from the principles and guidelines of the National System of Socio-Educational Treatment (NSSET), in order to give visibility to the production of knowledge for the social-educational treatment policy. The survey is classified as exploratory, with qualitative approach and content analysis based on Moraes (2003). This is a documentary and bibliographic study, with emphasis in the selection of 10 theses / dissertations of Post-Graduation Programs in the Social Service field. It had as theoretical orientation the critical dialectical materialism. As the main results, the study on the production of knowledge points out that the social-educational treatment policy consists in both conservative and renovators principles, leading to the adolescents in conflict with law the violation of their rights, despite these assurances are already guaranteed legislatively. Both the teen and his family still suffer from prejudice and stigmatization, fueled by the criminalization of poverty and not being reached, mostly, by public policy. The penalty and socio-educative nature of the socio-educational measures, objectified by accountability and warranty of the rights of adolescents encounters difficulty understanding in its entirety, and these difficulties are a result of ignorance of the NSSET, as key document for executing the public policy of socio-education, compromising its implementation and integration with other public policies. Lastly, State represents distinct roles, sometimes as State Criminal, committed to the neoliberal project, sometimes as State Social, corresponding to few claims for ensuring rights, inducing to blame the family, not providing support for their citizenship, delivering to society the accountability that should be sent by expansion and comprisement of public policies. This scenario exposes the potentiality of knowledge production in contribute to the transformation of reality by bias of human rights, but also produce the conservation of rights violations in the socio-educative policy, demonstrating that the rights field consists of a scenario in constant dispute.