O trabalho do(a) Assistente Social na Assistência Estudantil: produção do conhecimento nos Programas de Pós-Graduação em Serviço Social da região Sudeste do Brasil
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Data
2019-04-23
Autores
Gazotto, Mireille Alves
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta pesquisa foi analisar as particularidades do trabalho do(a) assistente social na efetivação da política de assistência estudantil, a partir das produções de conhecimento das dissertações de mestrado e teses de doutorado dos Programas de Pós-Graduação em Serviço Social públicos da região Sudeste do Brasil. O período temporal da investigação compreendeu entre a abertura desses programas até o final do ano de 2017. Salienta-se que a partir da década de 1970, com a crise do capital, ocorreram metamorfoses no mundo do trabalho e o processo de reestruturação produtiva trouxe alterações nas relações sociais e nas de trabalho sintetizadas no mote da “flexibilização”, exigindo um novo perfil de trabalhador, questões que incidem sobre Educação e Cultura. Nesse contexto, a partir da década de 1990, ocorreu uma expansão da política de Educação ampliando o acesso da classe trabalhadora, principalmente ao Ensino Superior. A política educacional foi influenciada pelo ideário neoliberal e pelas prerrogativas dos organismos multilaterais para os países de economia dependente e, para garantir a permanência dos estudantes, ocorreu a regulamentação da Assistência Estudantil. Nessa área há a ampliação da inserção dos Assistentes Sociais na área da Educação, especificamente nas Universidades Públicas e nos Institutos Federais tecnológicos, foco desta pesquisa. A tese fundamentou-se na teoria social crítica, tendo como aporte as categorias Trabalho e Educação. Essas categorias foram consideradas, neste estudo, como sendo partes constituintes e constituídas na dialeticidade historicamente construídas nas relações sociais capitalistas. A metodologia utilizada foi a da pesquisa bibliográfica com configuração de procedimentos, possibilitando o mapeamento das produções de conhecimento referentes ao tema em estudo. Os resultados revelaram que, nas produções pesquisadas, apesar da expansão dos espaços sócio-ocupacionais de trabalho do(a) assistente social nas instituições educacionais de Ensino Superior públicas, por meio dos programas governamentais - Programa de Reestruturação das Instituições Federais de Ensino Superior (Reuni) e a implementação da Política Nacional de Assistência Estudantil (PNAES), em 2010, o trabalho profissional do(a) assistente social ainda encontra-se precarizado. Esse processo incide sobremaneira na atuação desse profissional no trabalho coletivo desenvolvido nessas instituições educacionais, reduzindo-a ao acesso e à permanência dos estudantes através da operacionalização da Assistência Estudantil (reserva de vagas e bolsas/auxílios), através de estudos socioeconômicos. Destaca-se ainda que a PNAES é uma política seletista, focalista, fragmentada que não atende a todos(as) que dela necessitam e, tampouco abrange as demandas sociais identificadas pelo(a) assistente social. A conclusão indica que houve a expansão quantitativa da assistência estudantil e, de forma contraditória sua digressão histórica do seu entendimento no campo político e pedagógico. No campo institucional a categoria profissional reconhece a Educação como direito humano e universal, considerando o conhecimento como um produto historicamente construído nas sociedades, mas que, institucionalmente, executam seu trabalho vinculado diretamente com a política de assistência estudantil por meio dos estudos de análise socioeconômico.
This study aims to analyzed the particularities of the work of the social assistant in the effectuation of the policy of student assistance on the basis of the knowledge productions of the master’s dissertations and doctoral theses of the public Programs of Post-Graduation in Social Work in the southeast region of Brazil. The time investigation comprises the period between these programs’ opening and the end of the year 2017. Since the 1970s, due to the capital crisis, it has been emphasized that metamorphoses have occurred in the job world and the process of productive restructuring has brought changes into the work and social relations synthesized in the “flexibility” motto, which requires a new worker profile, questions that rely on Education and Culture. In this context, since the 1990s, there has been an expansion of the Education policy extending the working class access especially to higher education. The educational policy was influenced by the neoliberal ideology and by prerogatives of the multilateral organizations for the countries of dependent economy and, in order to assure students’ permanence, the regulation of Student Assistance took place. In this sector, the insertion of Social Assistants in the education area is extended, particularly in Public Universities and technological Federal Institutes, which are the focus of this study. This thesis was based on the critical social theory with contributions of the categories Work and Education. Such categories were considered, in this study, as constituent and constituted parts in the dialeticity historically built in the capitalist social relations. The methodology of bibliographic research with configuration procedures was used, which enabled the mapping of knowledge productions related to the topic under study. The results showed that, in the productions studied, despite the expansion of the occupational social space of the social assistant in the public institutions of higher education through the governmental programs – Program of Restructuration of Federal Institutions of Higher Education (Reuni) and the implementation of the National Policy of Student Assistance (PNAES), in 2010, the professional work of the social work remains substandard. This process greatly affects the performance of this professional in the collective work developed in these educational institutions, reducing it to the access and permanence of students through the operationalization of the Student Assistance (vacancy hold and scholarships/funding), through socioeconomic studies. PNAES is even highlighted as being a discerning, narrow, fragmented policy which does not serve the ones in need of it and neither encompasses the social demands identified by the Social Assistant. The conclusion indicates that there was a quantitative expansion of student assistance and, in a contradictory way, his historical digression of his understanding in the political and pedagogical field. In the institutional field, the professional category recognizes Education as a human and universal right, considering knowledge as a product historically built in societies, but which, institutionally, perform its work directly linked to the policy of student assistance through socioeconomic analysis studies
This study aims to analyzed the particularities of the work of the social assistant in the effectuation of the policy of student assistance on the basis of the knowledge productions of the master’s dissertations and doctoral theses of the public Programs of Post-Graduation in Social Work in the southeast region of Brazil. The time investigation comprises the period between these programs’ opening and the end of the year 2017. Since the 1970s, due to the capital crisis, it has been emphasized that metamorphoses have occurred in the job world and the process of productive restructuring has brought changes into the work and social relations synthesized in the “flexibility” motto, which requires a new worker profile, questions that rely on Education and Culture. In this context, since the 1990s, there has been an expansion of the Education policy extending the working class access especially to higher education. The educational policy was influenced by the neoliberal ideology and by prerogatives of the multilateral organizations for the countries of dependent economy and, in order to assure students’ permanence, the regulation of Student Assistance took place. In this sector, the insertion of Social Assistants in the education area is extended, particularly in Public Universities and technological Federal Institutes, which are the focus of this study. This thesis was based on the critical social theory with contributions of the categories Work and Education. Such categories were considered, in this study, as constituent and constituted parts in the dialeticity historically built in the capitalist social relations. The methodology of bibliographic research with configuration procedures was used, which enabled the mapping of knowledge productions related to the topic under study. The results showed that, in the productions studied, despite the expansion of the occupational social space of the social assistant in the public institutions of higher education through the governmental programs – Program of Restructuration of Federal Institutions of Higher Education (Reuni) and the implementation of the National Policy of Student Assistance (PNAES), in 2010, the professional work of the social work remains substandard. This process greatly affects the performance of this professional in the collective work developed in these educational institutions, reducing it to the access and permanence of students through the operationalization of the Student Assistance (vacancy hold and scholarships/funding), through socioeconomic studies. PNAES is even highlighted as being a discerning, narrow, fragmented policy which does not serve the ones in need of it and neither encompasses the social demands identified by the Social Assistant. The conclusion indicates that there was a quantitative expansion of student assistance and, in a contradictory way, his historical digression of his understanding in the political and pedagogical field. In the institutional field, the professional category recognizes Education as a human and universal right, considering knowledge as a product historically built in societies, but which, institutionally, perform its work directly linked to the policy of student assistance through socioeconomic analysis studies
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Serviço social, Educação, Ensino superior, Assistência estudantil, Produção de conhecimento, Social service, Education, Higher education, Student assistance, Knowledge production