VENI University

0539

DIPLOMATE

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Type: Dissertation

Title: SOCIAL SERVICE IN EDUCATION: HOW EDUCATORS IN THE MUNICIPALITY OF PATOS-PB UNDERSTAND THE ROLE OF THE SOCIAL WORKER IN THE SCHOOL CONTEXT

Title: SERVIÇO SOCIAL NA EDUCAÇÃO: COMO OS EDUCADORES DO MUNICÍPIO DE PATOS-PB COMPREEDEM A ATUAÇÃO DO ASSISTENTE SOCIAL NO CONTEXTO ESCOLAR

Author(s): Soares de Medeiros, Josoaldo

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Advisor: Filgueiras de Araújo, Hugo, PhD

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Date of document: September, 17-2021

Abstract:

The present work, entitled Social service in education: how educators in the municipality of Patos PB understand the performance of the social worker in the school context, presents a proposal for carrying out a dissertation that aims to evaluate the perception of educators in the municipality of Patos BP in relation to the role of the social worker in the school context, verifying how the work of the social service is perceived by teachers in the school environment, approaching a theoretical foundation capable of encouraging concepts, ideas, strategies and methodologies that describe the point of view of educators in in relation to the work process and the practical exercise of the role of the social worker in the school space. Thus, the origin of social work in education was marked by centralized and individualized action, aiming at correcting moral and social standards. In the course of construction of the historical dialectical identity, it sought the rationality of ideas superimposed on the unfolding of social and educational phenomena, which currently transcend educational spaces, causing an imbalance in educational processes, directly affecting students and their socio-family dimension. Therefore, the expressions of the social issue in the school environment are a current reality, whose conflicting and divergent aspects gain prominence and connotation, reaching the school and all those inserted, requiring a new interpretation of preexisting concepts from the social service, redefining identity and professional action in the face of to the challenges imposed in the school context. However, understanding education policy as a specifically possible space for the affirmation and construction of ethical and political principles of a professional and societal project that seeks renewal of a social order. Thus, education is understood in the social scenario as a demystifying mechanism of the process of exclusion and social inequality, as well as ensuring the subject an awareness of new opportunities for empowering relationships in social life, making knowledge a tool for socialization, construction and discovery of new paths. Interdisciplinarity in the educational field makes it possible to approximate the dimensions of knowledge that involve educators and social workers, allowing for a socio-educational praxis that promotes equity and social justice in a humanized and citizenship perspective, as well as allowing to articulate theory with practice, avoiding action isolated from the interpretation of socio-educational phenomena influential in the educational context. Thus, educators and social workers mediated by an interdisciplinary and pedagogical socio-political project, when integrated, make education a public policy, accessible and of social relevance in the rise of the community, where the social subject becomes an element that forms opinion and reflects on the reality of the world and its implications.

Keywords: Social Service, Education, Educators, Performancet.

 

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