Estratégias de intervenção do serviço social nas políticas contemporâneas de escolarização

• Ano de defesa: 2015
• Autor(a) principal: Dentz, Marta von
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Serviço social; Educação
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/714

This dissertation presents a study of the ways in which social work enters the enrollment schooling policies, particularly contemporary, and the shifts that have occurred in the intervention strategies of Social Work in Education. In this sense, in that inequalities increase and the demand for schooling become more complex, the professional category of social work is presented as an instrument of intervention in schooling policies. For research purposes was taken as problematic: the emergence of the social conditions of a risk society favors the entry of these new professionals in schooling policies? The places and political strategies that binds the entry of Social Workers on the agenda of contemporary schooling policies? Therefore, signals that the structural organization of this research is outlined from what is proposed and objective: a) Identify the social conditions that allow the emergence of the agenda of social security in contemporary schooling policies; b) To know the ways in which Social Work enters the school policies; c) Identify shifts in professional intervention strategies of Social Work in policy. With regard to methodological aspects, research is qualitative in nature and includes the analysis of different policy documents of enrollment policies and regulatory texts of the professional context of Social Work. From a theoretical point of view, it is assumed a pluralistic perspective, considering how important interlocutors contemporary French sociology, from the contributions of the thought of Robert Castel. As findings in this study, it is stated that in the historical development of relations between Social Work and Education occur significant changes of emphasis in political rationalities and forms of intervention. Although the debate on social protection and tackling inequality is a constant, it can be noted intensified from the 1990s, not only in the expansion of education and social work relationship, but especially the right which covers the prevention of social risk, a logic of social protection.