O Serviço Social nas escolas públicas de João Pessoa – PB: uma análise à luz da instrumentalidade profissional

Abstract

The present dissertation has as the central objective to analyze the process of materialization of instrumentality of Social Service in the school environment of the city of João Pessoa – PB. Methodologically, the study is based in the dialectical historical materialism, allowing the identification of contradictions of reality and the search of the phenomenon’s essence. It is a qualitative reasearch, with an exploratory nature, delimited through bibliopraphic and field research, fulfilled with ten social workers that work at public shcools of João Pessoa – PB. The literature review sought the knowledge and deepening of existing theoretical productions from various sources, considering the aligned studies to the chosen analysis method. The field research, through semi-structured interviews, enabled the discovery of unpredecedented elements, which contributed to the construction of new theoratical problematizations. The data analysis developed in the light of the content analysis technique. The research started from the theoratical discussion about the instrumentality of Social Service, approaching central categories that permeate the the thematic, in order to posteriorly locate the historical trajetory of the insertion of Social Service in politics of Education in Brazil and at the city of João Pessoa, approaching, in this scenery, the projects of education in dispute and the necessity of this debate for the construction of a critical instrumentality. We discussed about the universe of investigative reasearch; analyzed the profile of the interviewed professionals; problematized about their perceptions of the instrumentality of Social Service in education, to finally point the way instrumentality materializes daily and its contribution to the consolidation of the Professional Ethical-Political Project, seeking the articulation of Social Service’s dimensions (theorical-methodological, ethical-political and technical-operative). In a general way, the results revealed that, although some professionals conceive instrumentality reduced to instruments and techniques, their practices show that it also materializes beyond this perspective, poiting their actions anchored in the viabilization of rights and the participation of the user population in the instiutional decisions. That way, the instrumentality presents itself in the professional everyday in a contracditory form, sometimes in a routine perspective, fragmented and bureucratized, sometimes in a emencipatory perspective, through the guarantee and incentive to the participation of the user population in the institutional decisions; in the ethical commitment and in the professional positioning against the policing of the behaviours and in favor of the freedom of the users; in the commitment with a quality education, in the perspective of mobilizing ways to ensure the access and the permanence os the users at shcool; in the combat against discrimination and all forms of prejudice of race, gender, sexual orientation, in the perspective of valorization of diversity and social inclusion; in the attendance to the forms of violence showed in the school environment; in the perspective of commitment with the intelectual enhancement and with the professional qualification.