Formação profissional em Serviço Social no Mato Grosso : desafios e estratégias para a consolidação das diretrizes curriculares da ABEPSS
This dissertation aims to bring the way that the Core Grounds of Professional Work have been doing their analysis by the Academic Training Units of Mato Grosso, in view of the Curriculum Guidelines of the Association of Teaching and Research in Social Work. To this, was considered the path of brazil...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Recursos: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Repositório Institucional da UFMT |
| Idioma: | portugués |
| OAI Identifier: | oai:localhost:1/773 |
| Acesso em linha: | http://ri.ufmt.br/handle/1/773 |
| Access Level: | acceso abierto |
| Palavra-chave: | Diretrizes curriculares Formação profissional Serviço social CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL Guidelines curriculum Professional formation Social work |
| Resumo: | This dissertation aims to bring the way that the Core Grounds of Professional Work have been doing their analysis by the Academic Training Units of Mato Grosso, in view of the Curriculum Guidelines of the Association of Teaching and Research in Social Work. To this, was considered the path of brazilian Social Work aiming to understand the contrution of the new ethical-political project about professional and formation since 1980; and the against reformo of the state and the social politics but specifically about the superior education policies implemented in the country by the neoliberal orientation goverments in 1990. Speaking about the methodology, the study of the qualitative ethos, had as source the testimony obteinted through interview of eight interviews with eight teachers from four units face Academic Training of Mato Grosso and with the consulted biography. Was possible to realise that despite the conquered advances provided by the document in 1996 and the social assistentes effort, its possilble to find of dificulties to make this proposal, real in the institucional day-by-day, talking about, not just the internal issues of each: misunderstanding the curriculum logic by Curriculum Guidelines of 1996, lack of link between the subjects and also among teachers and lack of clarity in the criticaldialectical method; but also about the external issues, wich its possible to identify the major conditions of work, that are getting more flexible and precarious as time goes by, that also reflect the precarious basic and superior educations. And the teachers and students profile changes. |
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