As tendências da proteção social na interface serviço social e educação escolarizada : análise crítica da produção acadêmica

• Autor(a) principal: von Dentz, Marta
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8913
• topic: Serviço Social; Proteção Social; Social Work; School Education; Social Protection; Educação Escolarizada; CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL

This thesis aims to produce a critical diagnosis about the tendencies of social protection in the Social Service and School Education interface, trying to identify the conceptions that permeate them in the academic literature. We consider, as a possibility to think about social protection in this interface, the Brazilian public basic education as a field of work of the Social Welfare professionals. The study is carried out around the fundamental question: What conceptions and meanings of social protection are produced in contemporary research considering the Social Work and School Education interface? And, what are the trends and reconfigurations of social protection in this interface? From the methodological point of view, we propose the accomplishment of an analytical cut prioritizing a diagonal reading of scientific productions of the Postgraduate Programs considered of excellence of both Social Service and Education (CAPES concept 6 and 7), delimiting the productions that surround the objectivity of this study and that tangentiate alternative schooling policies for contexts of social vulnerability. We note that the three last evaluations of CAPES are part of this analytical review, namely: 2010, 2013 and 2017. The research points to a strategic positioning of the School Education dimensioned by the conception of social protection with emphasis on "care", "in the host", suggesting "a safe world" emphasized by the "school that protects". Our study then stresses the necessary and due criticism of relativism that has been incorporated into social protection by the State and materialized in the interface highlighted since the anchorages of social protection engendered, especially at the locus of School Education, are mobilized in a way that is unrelated to guarantee an effective and emancipatory guarantee of the right to education. Moreover, the research maintains that social protection has been reconfiguring itself at the same time, diluting and resigning itself, becoming, therefore, not only a political apparatus of state, but a way of life indicating to the "ethos" of social protection.