Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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/19153 |
Resumo: | The professional formation of social workers in Brazil has historically been the focus of discussion within the category, searching to follow societal changes that challenge the Social Service. The research presented here aimed to critically analyze the appropriation of culture category in the social workers’ undergraduate vocational training level, from the 1990’s on, in São Paulo State. Our proposal was linked to the understanding of culture in the social workers’ professional formation from the 90’s curriculum reform on and, to achieve that, we analyzed this category’s inclusion through teachers’ narratives in the materiality of the subjects taught by them in four Social Work full curricular programs. We developed a qualitative research that, in one instance, used semi-structured interviews which were analyzed based on the principles of grounded theory. In another instance, an analytical description of the chosen subjects teaching programs in the four social service programs that were part of the survey was conducted. We found that there is a historical materialist perspective primacy in the treatment of this category within the disciplines, although great historical phenomena are worked, the emphasis is, in most disciplines, approach the culture in a more private and regional sense, associated with the present diversity in the territories and phenomena related to problems that generate cultural differences. This view of culture category is addressed by teachers transiting between the material and symbolic aspect of it. We concluded that culture is worked in the disciplines depending on the teachers’ perspective, and this is influenced by training and disciplinary field to which it belongs, in addition to their personal experiences related to their professional practice as a militant, teacher, researcher or intervening |
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Martinelli, Luciana Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4412239D4Hurtado, Liliana Espinosa2016-10-04T17:03:45Z2016-06-16Hurtado, Liliana Espinosa. Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes. 2016. 201 f. Tese (Doutorado em Serviço Social) - Programa de Estudos Pós-Graduados em Serviço Social, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19153The professional formation of social workers in Brazil has historically been the focus of discussion within the category, searching to follow societal changes that challenge the Social Service. The research presented here aimed to critically analyze the appropriation of culture category in the social workers’ undergraduate vocational training level, from the 1990’s on, in São Paulo State. Our proposal was linked to the understanding of culture in the social workers’ professional formation from the 90’s curriculum reform on and, to achieve that, we analyzed this category’s inclusion through teachers’ narratives in the materiality of the subjects taught by them in four Social Work full curricular programs. We developed a qualitative research that, in one instance, used semi-structured interviews which were analyzed based on the principles of grounded theory. In another instance, an analytical description of the chosen subjects teaching programs in the four social service programs that were part of the survey was conducted. We found that there is a historical materialist perspective primacy in the treatment of this category within the disciplines, although great historical phenomena are worked, the emphasis is, in most disciplines, approach the culture in a more private and regional sense, associated with the present diversity in the territories and phenomena related to problems that generate cultural differences. This view of culture category is addressed by teachers transiting between the material and symbolic aspect of it. We concluded that culture is worked in the disciplines depending on the teachers’ perspective, and this is influenced by training and disciplinary field to which it belongs, in addition to their personal experiences related to their professional practice as a militant, teacher, researcher or interveningA formação profissional dos assistentes sociais no Brasil tem sido historicamente foco de discussão por parte da categoria profissional, buscando acompanhar as mudanças societárias que interpelam o Serviço Social. A pesquisa aqui apresentada buscou analisar de forma crítica a apropriação da categoria cultura, no âmbito da formação profissional, no nível de graduação dos assistentes sociais a partir dos anos 90 no Estado de São Paulo. Nossa proposta esteve atrelada à compreensão da categoria cultura na formação profissional dos assistentes sociais a partir da reforma curricular dos anos 90 e, para isto, analisamos a inserção desta categoria a partir das narrativas docentes na materialidade das disciplinas ministradas por eles dos currículos plenos de quatro programas de Serviço Social. Desenvolvemos uma pesquisa qualitativa que, por uma parte, fez uso de entrevistas semiestruturadas as quais foram analisadas a partir dos princípios da teoria fundamentada. Por outra parte, foi realizada uma descrição analítica dos programas de ensino das disciplinas escolhidas nos quatro programas de Serviço Social que fizeram parte da pesquisa. Encontramos que existe uma primazia da perspectiva histórica materialista no tratamento dado a esta categoria dentro das disciplinas, embora grandes fenômenos históricos sejam trabalhados, privilegia-se, na maioria das disciplinas, a abordagem da cultura em um sentido mais particular e regional, associado às diversidades presentes nos territórios e aos fenômenos relacionados aos problemas que geram as diferenças culturais. Esta perspectiva da categoria cultura é abordada pelos docentes transitando entre o material e o simbólico dela. Concluímos que a cultura é trabalhada nas disciplinas dependendo da perspectiva do docente, e isto é influenciado pela formação profissional e campo disciplinar ao que pertence, além de suas vivências pessoais em relação à sua prática profissional como militante, professor, investigador ou intervenienteConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/39848/Liliana%20Espinosa%20Hurtado.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Serviço SocialPUC-SPBrasilFaculdade de Ciências SociaisFormação profissionalCulturaDiretrizes curricularesProfessional formationCultureCurriculum guidelinesCNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIALNarrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentesinfo: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_SPTEXTLiliana Espinosa Hurtado.pdf.txtLiliana Espinosa Hurtado.pdf.txtExtracted texttext/plain428437https://repositorio.pucsp.br/xmlui/bitstream/handle/19153/4/Liliana%20Espinosa%20Hurtado.pdf.txt90dcada168484d5616b7ce73c5eb3571MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes |
title |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes |
spellingShingle |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes Hurtado, Liliana Espinosa Formação profissional Cultura Diretrizes curriculares Professional formation Culture Curriculum guidelines CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
title_short |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes |
title_full |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes |
title_fullStr |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes |
title_full_unstemmed |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes |
title_sort |
Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes |
author |
Hurtado, Liliana Espinosa |
author_facet |
Hurtado, Liliana Espinosa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Martinelli, Luciana Maria |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4412239D4 |
dc.contributor.author.fl_str_mv |
Hurtado, Liliana Espinosa |
contributor_str_mv |
Martinelli, Luciana Maria |
dc.subject.por.fl_str_mv |
Formação profissional Cultura Diretrizes curriculares |
topic |
Formação profissional Cultura Diretrizes curriculares Professional formation Culture Curriculum guidelines CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
dc.subject.eng.fl_str_mv |
Professional formation Culture Curriculum guidelines |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
description |
The professional formation of social workers in Brazil has historically been the focus of discussion within the category, searching to follow societal changes that challenge the Social Service. The research presented here aimed to critically analyze the appropriation of culture category in the social workers’ undergraduate vocational training level, from the 1990’s on, in São Paulo State. Our proposal was linked to the understanding of culture in the social workers’ professional formation from the 90’s curriculum reform on and, to achieve that, we analyzed this category’s inclusion through teachers’ narratives in the materiality of the subjects taught by them in four Social Work full curricular programs. We developed a qualitative research that, in one instance, used semi-structured interviews which were analyzed based on the principles of grounded theory. In another instance, an analytical description of the chosen subjects teaching programs in the four social service programs that were part of the survey was conducted. We found that there is a historical materialist perspective primacy in the treatment of this category within the disciplines, although great historical phenomena are worked, the emphasis is, in most disciplines, approach the culture in a more private and regional sense, associated with the present diversity in the territories and phenomena related to problems that generate cultural differences. This view of culture category is addressed by teachers transiting between the material and symbolic aspect of it. We concluded that culture is worked in the disciplines depending on the teachers’ perspective, and this is influenced by training and disciplinary field to which it belongs, in addition to their personal experiences related to their professional practice as a militant, teacher, researcher or intervening |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-04T17:03:45Z |
dc.date.issued.fl_str_mv |
2016-06-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Hurtado, Liliana Espinosa. Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes. 2016. 201 f. Tese (Doutorado em Serviço Social) - Programa de Estudos Pós-Graduados em Serviço Social, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19153 |
identifier_str_mv |
Hurtado, Liliana Espinosa. Narrativas sobre a cultura na formação profissional dos assistentes sociais: perspectivas docentes. 2016. 201 f. Tese (Doutorado em Serviço Social) - Programa de Estudos Pós-Graduados em Serviço Social, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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https://tede2.pucsp.br/handle/handle/19153 |
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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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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Sociais |
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Pontifícia Universidade Católica de São Paulo |
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