Para além dos contornos de “Abaporu” às Flores da Resistência: Serviço Social e formação profissional na perspectiva de Práxis
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Data
2019-03-12
Autores
Silva, Paula Ravagnani
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Universidade Estadual Paulista (Unesp)
Resumo
Na formação profissional do Assistente Social - graduação, além de uma estruturada formação teórica, há necessidade de um processo de aprendizagem dentre as questões pedagógico-didáticas em coerência com os princípios éticos e políticos da categoria, com a orientação marxista, visando à formação de um profissional crítico-transformador para a materialização do Trabalho significativo na perspectiva de Práxis e estratégias para a defesa da universidade pública, laica, de qualidade e com função ético-social, bem como o fortalecimento do tripé ensino-pesquisa-extensão, na mesma perspectiva, indo na contramão do Capital diante da lógica de separação “Teoria” e “Prática”. Dessa forma, foram abordadas a Pedagogia Histórico-Crítica de Dermeval Saviani (Materialismo Histórico-Dialético-Karl Marx; Teoria Histórico-Cultural- Lev S. Vygotsky) e a Didática de João L. Gasparin, bem como a análise da Práxis de acordo com Adolfo S. Vázquez, levando-se em consideração o aspecto político da aprendizagem em convergência com o Projeto Ético-Político do Serviço Social diante da defesa da classe trabalhadora e dos aportes democráticos. OBJETO: formação de profissionais em Serviço Social. OBJETIVO GERAL: compreender o processo de formação de profissionais no contexto do Serviço Social na perspectiva de Práxis. OBJETIVOS ESPECÍFICOS: 1- Identificar os fundamentos históricos e ontológicos da relação Trabalho e Educação aos rebatimentos na Política de Educação no Brasil, assim, no Ensino Superior, no âmbito do sistema Neoliberal; 2- Apreender a Educação e Pedagogia contrárias a Hegemonia do Capital; 3- Analisar os processos de aprendizagens às avessas do Capital no viés do Serviço Social dentre a Pedagogia Histórico-Crítica e sua didática na concepção de Práxis. MÉTODO, PROCEDIMENTOS METODOLÓGICOS E FUNDAMENTAÇÃO TEÓRICA: A presente pesquisa caracteriza-se como exploratória e com abordagem qualitativa; desenvolveu-se na UNESP-Franca-SP; participantes (docentes e discentes do curso de graduação em Serviço Social); amostra (docentes com relação às disciplinas selecionadas com relação aos núcleos de formação e pelos representantes discentes dos 3º e 4º anos). Apreensão dos dados: 1) pesquisa bibliográfica; 2) pesquisa documental; 3) técnica de entrevistas semi-estruturadas (docentes - discentes). Análise dos dados: organização: “Análise de Conteúdo” (Laurence Bardin); interpretação: método Materialismo Histórico-Dialético (Karl Marx). Categorias analíticas: Trabalho-Educação; Didática-Pedagogia; Práxis. REFERÊNCIAS: “O Serviço Social na Contemporaneidade: trabalho e formação profissional” (2015) de Marilda V. Iamamoto; “Pedagogia Histórico-Crítica” (2013) de Dermeval Saviani; “Filosofia da Práxis” (2011) de Adolpho S. Vásquez; e outras. DEVOLUTIVA DA INVESTIGAÇÃO: compreensão do processo de formação de profissionais em Serviço Social na perspectiva de Práxis; durante as entrevistas por meio de diálogo reflexivo; convite para os referidos sujeitos para assistirem a defesa da Tese; e outras. CONSIDERAÇÕES FINAIS: educação-pedagogia-didática contrárias a Hegemonia do Capital na assertiva de Práxis diante da luta e da resistência.
In the professional training of the Social Worker - graduation, in addition to a structured theoretical formation, there is a need for a process of learning among pedagogicaldidactic issues in coherence with the ethical and political principles of the category, with the Marxist orientation, aiming at the formation of a critical-transforming professional for the materialization of meaningful Work in the perspective of Praxis and strategies for the defense of the public, secular, quality and ethical-social university, as well as the strengthening of the teaching-research-extension tripod, in the same perspective, going against Capital in the face of the separation logic "Theory" and "Practice ". In this way, the Historical-Critical Pedagogy of Dermeval Saviani (Historical-Dialectical Materialism-Karl Marx; Historical-Cultural Theory - Lev S.Vygotsky) and the Didactics of João L. Gasparin, as well as the analysis of Praxis according to Adolfo S. Vázquez, taking into account the political aspect of learning in convergence with the Social Work's Political-Ethical Project in defense of the working class and democratic contributions. OBJECT: training of professionals in Social Work. GENERAL OBJECTIVE: to understand the process oftraining of professionals in the context of Social Work in the perspective of Praxis. SPECIFIC OBJECTIVES: 1- To identify the historical and ontological foundations of the relation Work and Education to the refutations in the Education Policy in Brazil, thus, in Higher Education, within the scope of the Neoliberal system; 2- To apprehend Education and Pedagogy contrary to the Hegemony of Capital; 3- Analyze the processes of the misunderstandings of Capital in the bias of the Social Work of Historical-Critical Pedagogy and its didactics in the conception of Praxis. METHOD, METHODOLOGICAL PROCEDURES AND THEORETICAL FOUNDATION: This research is characterized as exploratory and with a qualitative approach; developed at UNESP-Franca-SP; participants (teachers and students of the undergraduate course in Social Work); sample (teachers with respect to the subjectsselected in relation to the training centers and the student representatives of the 3rd and 4th years). Seizure of data: 1) bibliographic research; 2) documentary research; 3) technique of semistructured interviews (teachers - students). Data analysis: organization: "Content Analysis" (Laurence Bardin); interpretation: Historical-Dialectical Materialism method (Karl Marx). Analytical categories: Work-Education; Didactic-Pedagogy; Praxis. REFERENCES: "Social Work in Contemporaneity: work and professional training "(2015) by Marilda V. Iamamoto; "Historical-Critical Pedagogy" (2013) by Dermeval Saviani; "Philosophy of Praxis" (2011) by Adolpho S. Vásquez; and others. RETURN OF RESEARCH: understanding of the process of training professionals in Social Work from the Práxis perspective; during interviews through reflective dialogue; invitation to the said subjects to assist in the defense of the thesis; and others. FINAL CONSIDERATIONS: education-didactic-pedagogy contrary to the Hegemony of Capital in the assertion of Praxis in the face of struggle and resistance.
In the professional training of the Social Worker - graduation, in addition to a structured theoretical formation, there is a need for a process of learning among pedagogicaldidactic issues in coherence with the ethical and political principles of the category, with the Marxist orientation, aiming at the formation of a critical-transforming professional for the materialization of meaningful Work in the perspective of Praxis and strategies for the defense of the public, secular, quality and ethical-social university, as well as the strengthening of the teaching-research-extension tripod, in the same perspective, going against Capital in the face of the separation logic "Theory" and "Practice ". In this way, the Historical-Critical Pedagogy of Dermeval Saviani (Historical-Dialectical Materialism-Karl Marx; Historical-Cultural Theory - Lev S.Vygotsky) and the Didactics of João L. Gasparin, as well as the analysis of Praxis according to Adolfo S. Vázquez, taking into account the political aspect of learning in convergence with the Social Work's Political-Ethical Project in defense of the working class and democratic contributions. OBJECT: training of professionals in Social Work. GENERAL OBJECTIVE: to understand the process oftraining of professionals in the context of Social Work in the perspective of Praxis. SPECIFIC OBJECTIVES: 1- To identify the historical and ontological foundations of the relation Work and Education to the refutations in the Education Policy in Brazil, thus, in Higher Education, within the scope of the Neoliberal system; 2- To apprehend Education and Pedagogy contrary to the Hegemony of Capital; 3- Analyze the processes of the misunderstandings of Capital in the bias of the Social Work of Historical-Critical Pedagogy and its didactics in the conception of Praxis. METHOD, METHODOLOGICAL PROCEDURES AND THEORETICAL FOUNDATION: This research is characterized as exploratory and with a qualitative approach; developed at UNESP-Franca-SP; participants (teachers and students of the undergraduate course in Social Work); sample (teachers with respect to the subjectsselected in relation to the training centers and the student representatives of the 3rd and 4th years). Seizure of data: 1) bibliographic research; 2) documentary research; 3) technique of semistructured interviews (teachers - students). Data analysis: organization: "Content Analysis" (Laurence Bardin); interpretation: Historical-Dialectical Materialism method (Karl Marx). Analytical categories: Work-Education; Didactic-Pedagogy; Praxis. REFERENCES: "Social Work in Contemporaneity: work and professional training "(2015) by Marilda V. Iamamoto; "Historical-Critical Pedagogy" (2013) by Dermeval Saviani; "Philosophy of Praxis" (2011) by Adolpho S. Vásquez; and others. RETURN OF RESEARCH: understanding of the process of training professionals in Social Work from the Práxis perspective; during interviews through reflective dialogue; invitation to the said subjects to assist in the defense of the thesis; and others. FINAL CONSIDERATIONS: education-didactic-pedagogy contrary to the Hegemony of Capital in the assertion of Praxis in the face of struggle and resistance.
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Palavras-chave
Educação, Ética, Práxis, Serviço social, Trabalho, Education, Ethic, Praxis, Social Work, Work