A temática educação nos currículos dos cursos de graduação em serviço social das universidades públicas do Nordeste

Abstract

The present work brings forth the debate on education in a broad sense, starting from its ontological and constitutive character of social being, which is carried out in all spaces of social life, and the interconnection of this theme in the curricula of Social Work courses. It is understood that professional education must be reconciled with historical processes from a critical perspective and totality in order to fulfill the role of shaping critical and engaged subjects in the struggle for an emancipatory societal project. Therefore, the general objective was to investigate how the curricula of undergraduate Social Work courses in public universities in the Northeast of Brazil have been discussing education. The specific objectives were to identify and analyze the presence of the theme of education in the Pedagogical Projects of undergraduate Social Work courses in public universities in the Northeast; To verify how education appears in the programs of disciplines discussing education and which theory underpins the curriculum component; To verify the bibliographic references used for the discussion of education in the curricula of undergraduate Social Work courses in public universities in the Northeast, and to identify and analyze the conception of education that underpins the training of social workers in public universities in the Northeast. In order to achieve the study's objectives, the following methodological criteria were adopted: a quantitative-qualitative approach, exploratory and descriptive objectives, and, regarding technical procedures, a survey of bibliographic and documentary nature. The documents researched were the Pedagogical Projects of the Social Work courses, focusing on the programs and syllabi of the disciplines. The research universe comprised 16 undergraduate Social Work courses offered at public universities in the Northeast. The data reveal a commitment from the courses to produce critical and propositional debates that encompass education within the set of social relations with counter-hegemonic potential. We conclude that the dialogical relationship between the professional education project of social workers and education is something that the category has identified as imperative for some time. In light of this, it is perceived that the courses encompass a consistent and expanded discussion on education, as they not only address education expressed in the form of a sectoral public policy and socio-occupational space of social workers but also present educational practices of emancipatory and revolutionary nature that speculate on breaking with the current order.