Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/18035 |
Resumo: | This study presents the conceptual diversity of competencies and abilities in higher education and its appropriation and incorporation into Social Work based on curriculum guidelines CNE/CES Resolution 15/2002. The method selected for this study was the qualitative research based on interviews and document analysis obtained from a total of 21 subjects. The subjects were coordinators and professors of six Social Work undergraduate courses from South and Southeast of Brazil along with professor members of the Expert Committee on Social Work Teaching - MEC/SESu. All the interviews were scheduled in advance; they were conducted face to face and were digitally recorded, and further transcribed. A previously established guide for interview was used with each group. The Political-Pedagogical Projects (PPP) of six undergraduate courses in the selected sample were analysed. The competencies‟ and abilities‟ categories were studied in the higher education and Social Work scenarios from the historical perspective. The research was designed to identify how the concept of competencies and abilities was appropriated in Social Work and how education embodied it. In order to help with data systematization and analysis, two analytical axes were defined: a) The understanding of competencies and abilities; b) the appropriation of competencies and abilities in Social Work professional development. It has been observed that the concept of competencies and abilities is polysemic; this applies both to the theory researched and to the subjects interviewed. There is a tendency among the subjects interviewed to relate competencies with the professional Social Work competencies defined in the profession‟s regulatory law. The initial assumption that the concept of competencies and abilities was not appropriated in Social Work undergraduate courses, despite being present in the guidelines, was validated. The Political-Pedagogical Projects analysed show an influence of the ABEPSS curriculum guidelines in their elaboration, as well as legal rules such as MEC/SESu curriculum guidelines and professional regulation laws. In general, the PPPs contain items proposed in the CNE/CES Resolution 15/2002. They introduce the competencies to be developed during the undergraduate course, although without clarifying when and how this should be achieved. Social Work area presently lacks a discussion of a competency-based curriculum and the professional competencies were defined in the profession‟s Regulatory Law in mid 90‟s |
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Wanderley, Mariangela Belfiorehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765850T6Werner, Rosiléa Clara2016-04-29T14:18:01Z2010-07-272010-05-05Werner, Rosiléa Clara. Contemporary challenges to professional formation: development of competencies and skills in social service. 2010. 241 f. Tese (Doutorado em Serviço Social) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/18035This study presents the conceptual diversity of competencies and abilities in higher education and its appropriation and incorporation into Social Work based on curriculum guidelines CNE/CES Resolution 15/2002. The method selected for this study was the qualitative research based on interviews and document analysis obtained from a total of 21 subjects. The subjects were coordinators and professors of six Social Work undergraduate courses from South and Southeast of Brazil along with professor members of the Expert Committee on Social Work Teaching - MEC/SESu. All the interviews were scheduled in advance; they were conducted face to face and were digitally recorded, and further transcribed. A previously established guide for interview was used with each group. The Political-Pedagogical Projects (PPP) of six undergraduate courses in the selected sample were analysed. The competencies‟ and abilities‟ categories were studied in the higher education and Social Work scenarios from the historical perspective. The research was designed to identify how the concept of competencies and abilities was appropriated in Social Work and how education embodied it. In order to help with data systematization and analysis, two analytical axes were defined: a) The understanding of competencies and abilities; b) the appropriation of competencies and abilities in Social Work professional development. It has been observed that the concept of competencies and abilities is polysemic; this applies both to the theory researched and to the subjects interviewed. There is a tendency among the subjects interviewed to relate competencies with the professional Social Work competencies defined in the profession‟s regulatory law. The initial assumption that the concept of competencies and abilities was not appropriated in Social Work undergraduate courses, despite being present in the guidelines, was validated. The Political-Pedagogical Projects analysed show an influence of the ABEPSS curriculum guidelines in their elaboration, as well as legal rules such as MEC/SESu curriculum guidelines and professional regulation laws. In general, the PPPs contain items proposed in the CNE/CES Resolution 15/2002. They introduce the competencies to be developed during the undergraduate course, although without clarifying when and how this should be achieved. Social Work area presently lacks a discussion of a competency-based curriculum and the professional competencies were defined in the profession‟s Regulatory Law in mid 90‟sO estudo apresenta a diversidade conceitual de competências e habilidades na formação superior e sua apropriação e incorporação no Serviço Social, a partir das diretrizes curriculares Resolução CNE/CES 15/2002. A metodologia utilizada foi a pesquisa qualitativa em que os principais instrumentos de trabalho foram entrevistas e análise de documentos. Foram entrevistados os coordenadores e professores de seis cursos de Serviço Social da Região Sul e Sudeste do país e professoras da Comissão de Especialistas de Ensino em Serviço Social MEC/SESu, um total de 21 sujeitos. Todas as entrevistas foram presenciais, agendadas com antecedência, gravadas digitalmente e depois transcritas. Utilizou-se um roteiro prévio para cada grupo entrevistado. Foram analisados os projetos político-pedagógicos dos seis cursos definidos na amostra. As categorias competência e habilidade foram estudadas em uma perspectiva histórica no Ensino Superior e no Serviço Social. A pesquisa objetivou verificar como se dá a apropriação do conceito de competências e habilidades no Serviço e como são incorporadas no cotidiano da formação. Para a sistematização e análise dos dados, foram definidos dois eixos analíticos: a) compreensão de competências e habilidades; b) apropriação das competências e habilidades na formação profissional do Serviço Social. Constatou-se que o conceito de competência é polissêmico, tanto para os teóricos estudados, quanto para os sujeitos entrevistados. Há uma tendência entre os entrevistados de relacionar competência com as competências profissionais do Serviço Social definidas na lei de regulamentação da profissão. A hipótese de que não houve apropriação pelos cursos de Serviço Social dos conceitos de competências e habilidades, embora estejam contidas nas diretrizes, foi validada. Os projetos político-pedagógicos analisados mostram a influência das diretrizes curriculares da ABEPSS na sua elaboração, bem como de normativas legais como as diretrizes curriculares MEC/SESu e a Lei de Regulamentação da Profissão. Os PPPs, de forma geral, contêm os itens propostos na resolução CNE/CES 15/2002. Apresentam as competências a serem desenvolvidas no decorrer no curso, mas não deixam claro em que momento e como serão desenvolvidas. O Serviço Social não tem uma discussão de currículo por competência e as competências profissionais foram definidas na Lei de Regulamentação da Profissão na metade na década de 1990Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/37004/Rosilea%20Clara%20Werner.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Serviço SocialPUC-SPBRServiço SocialCompetências e habilidadesDiretrizes curricularesProjeto político-pedagógicoProjeto ético-político profissionalAssistentes sociais -- Formacao profissionalEnsino superior -- Finalidades e objetivosServico social -- Estudo e ensinoSocial workHigher educationProfessional trainingCompetencies and abilitiesCurriculum guidelinesPolitical-pedagogical projectEthical-politic professional projectCNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIALDesafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço socialContemporary challenges to professional formation: development of competencies and skills in social serviceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRosilea Clara Werner.pdf.txtRosilea Clara Werner.pdf.txtExtracted texttext/plain685279https://repositorio.pucsp.br/xmlui/bitstream/handle/18035/3/Rosilea%20Clara%20Werner.pdf.txt52fe83a1d9ead94d3f24063af4e10bb8MD53ORIGINALRosilea Clara Werner.pdfapplication/pdf2983700https://repositorio.pucsp.br/xmlui/bitstream/handle/18035/1/Rosilea%20Clara%20Werner.pdf58ce0c8e401f83f5b858515bc5e99cc4MD51THUMBNAILRosilea Clara Werner.pdf.jpgRosilea Clara Werner.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/18035/2/Rosilea%20Clara%20Werner.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/180352022-04-28 02:38:25.94oai:repositorio.pucsp.br:handle/18035Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T05:38:25Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social |
dc.title.alternative.eng.fl_str_mv |
Contemporary challenges to professional formation: development of competencies and skills in social service |
title |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social |
spellingShingle |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social Werner, Rosiléa Clara Competências e habilidades Diretrizes curriculares Projeto político-pedagógico Projeto ético-político profissional Assistentes sociais -- Formacao profissional Ensino superior -- Finalidades e objetivos Servico social -- Estudo e ensino Social work Higher education Professional training Competencies and abilities Curriculum guidelines Political-pedagogical project Ethical-politic professional project CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
title_short |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social |
title_full |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social |
title_fullStr |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social |
title_full_unstemmed |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social |
title_sort |
Desafios contemporâneos na formação profissional: o desenvolvimento de competências e habilidades no serviço social |
author |
Werner, Rosiléa Clara |
author_facet |
Werner, Rosiléa Clara |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Wanderley, Mariangela Belfiore |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765850T6 |
dc.contributor.author.fl_str_mv |
Werner, Rosiléa Clara |
contributor_str_mv |
Wanderley, Mariangela Belfiore |
dc.subject.por.fl_str_mv |
Competências e habilidades Diretrizes curriculares Projeto político-pedagógico Projeto ético-político profissional Assistentes sociais -- Formacao profissional Ensino superior -- Finalidades e objetivos Servico social -- Estudo e ensino |
topic |
Competências e habilidades Diretrizes curriculares Projeto político-pedagógico Projeto ético-político profissional Assistentes sociais -- Formacao profissional Ensino superior -- Finalidades e objetivos Servico social -- Estudo e ensino Social work Higher education Professional training Competencies and abilities Curriculum guidelines Political-pedagogical project Ethical-politic professional project CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
dc.subject.eng.fl_str_mv |
Social work Higher education Professional training Competencies and abilities Curriculum guidelines Political-pedagogical project Ethical-politic professional project |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
description |
This study presents the conceptual diversity of competencies and abilities in higher education and its appropriation and incorporation into Social Work based on curriculum guidelines CNE/CES Resolution 15/2002. The method selected for this study was the qualitative research based on interviews and document analysis obtained from a total of 21 subjects. The subjects were coordinators and professors of six Social Work undergraduate courses from South and Southeast of Brazil along with professor members of the Expert Committee on Social Work Teaching - MEC/SESu. All the interviews were scheduled in advance; they were conducted face to face and were digitally recorded, and further transcribed. A previously established guide for interview was used with each group. The Political-Pedagogical Projects (PPP) of six undergraduate courses in the selected sample were analysed. The competencies‟ and abilities‟ categories were studied in the higher education and Social Work scenarios from the historical perspective. The research was designed to identify how the concept of competencies and abilities was appropriated in Social Work and how education embodied it. In order to help with data systematization and analysis, two analytical axes were defined: a) The understanding of competencies and abilities; b) the appropriation of competencies and abilities in Social Work professional development. It has been observed that the concept of competencies and abilities is polysemic; this applies both to the theory researched and to the subjects interviewed. There is a tendency among the subjects interviewed to relate competencies with the professional Social Work competencies defined in the profession‟s regulatory law. The initial assumption that the concept of competencies and abilities was not appropriated in Social Work undergraduate courses, despite being present in the guidelines, was validated. The Political-Pedagogical Projects analysed show an influence of the ABEPSS curriculum guidelines in their elaboration, as well as legal rules such as MEC/SESu curriculum guidelines and professional regulation laws. In general, the PPPs contain items proposed in the CNE/CES Resolution 15/2002. They introduce the competencies to be developed during the undergraduate course, although without clarifying when and how this should be achieved. Social Work area presently lacks a discussion of a competency-based curriculum and the professional competencies were defined in the profession‟s Regulatory Law in mid 90‟s |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-07-27 |
dc.date.issued.fl_str_mv |
2010-05-05 |
dc.date.accessioned.fl_str_mv |
2016-04-29T14:18:01Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Werner, Rosiléa Clara. Contemporary challenges to professional formation: development of competencies and skills in social service. 2010. 241 f. Tese (Doutorado em Serviço Social) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/18035 |
identifier_str_mv |
Werner, Rosiléa Clara. Contemporary challenges to professional formation: development of competencies and skills in social service. 2010. 241 f. Tese (Doutorado em Serviço Social) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
url |
https://tede2.pucsp.br/handle/handle/18035 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Serviço Social |
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PUC-SP |
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BR |
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Serviço Social |
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Pontifícia Universidade Católica de São Paulo |
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