(In)visibilidade de uma cidadania inclusiva de crianças e jovens em risco : reflexão de uma prática
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2013
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O presente trabalho ‘narrativa de uma intervenção social’ teve como principal objetivo lançar um olhar reflexivo e crítico sobre o trabalho desenvolvido pela autora no contexto de uma equipa interdisciplinar na área do Serviço Social. Este teve lugar no âmbito do Centro de Estudos para a Intervenção Social, num projeto designado ‘Percursos Acompanhados’,
cofinanciado pelo Programa Escolhas, o qual teve como objetivo contribuir para a inclusão
escolar e para a educação não formal. Nele se procedeu à sistematização da trajetória
seguida, desde as fases de diagnóstico, de aplicação e de obtenção de resultados até à
análise do processo de envolvimento da comunidade, dos parceiros e das próprias crianças
e jovens. Tem como referência o trabalho desenvolvido com as crianças, os jovens e as famílias ao longo do processo de construção do projeto, reconhecendo a importância da
participação, no sentido da motivação para a mudança.
A perspetiva da construção de uma cidadania ativa significou reconhecer as crianças e jovens enquanto atores do processo em curso, possibilitando a sua audição sobre os
problemas, fazendo ouvir e fazendo-os ouvir a sua própria ‘voz’. Este pressuposto traduzisse
no seu envolvimento em todo o processo de implementação, desenvolvimento e
avaliação do Projeto, e a sua concomitante responsabilização, facilitado pela proximidade e
confiança existentes entre jovens e elementos da equipa técnica.
Como parte integrante desta equipa técnica com funções de coordenação da mesma
e de relação direta com as crianças e jovens, passar da perspetiva da intervenção para uma
perspetiva de análise e reflexão exigiu o reforço de conceções teóricas para a construção de
categorias analíticas que permitissem o distanciamento indispensável a um trabalho de
análise crítica. Este exercício possibilitou (re)encontrar a coerência da ação, perceber, à
distância, os limites dos recursos, da própria capacidade da equipa, das urgências que
condicionam a profundidade da reflexão sobre as situações.
Visou-se, desta forma, construir uma visão mais profunda e total da realidade no olhar crítico criado a partir da prática. Este processo de sistematização reflexiva do qual nós assistentes sociais em Portugal têm ainda pouca experiência, foi obtido com persistência
através de tentativas sucessivas de aproximações que reduziram ideias ‘consagradas’ e
minimizaram o ‘desconforto’ fazendo jus à palavra de um dos atores “aprendi a não ter medo
de tentar” (Filipe).
The present work, ‘a social intervention narrative’ had as its main purpose to shed a reflexive and critical look on the work developed by the author in the area of Social Work within an interdisciplinary team. This took place within the Centre for Studies for Social Intervention (Centro de Estudos para a Intervenção Social, CESIS), in a project entitled Percursos Acompanhados’, co-funded by the Escolhas Programme witch had as objective to contribute for school inclusion and non-formal education. The systematisation of the trajectory followed, since the diagnosis, development and outcome stages till the analysis of the process for involving the community, the partners and the children and young people themselves was made. The main reference is the work conducted with the children, the young people and the families along the process of developing the project, recognising the importance of the participation for the motivation to change. The perspective of the building-up of an active citizenship meant the acknowledgment of the children and young people as actors of the on-going process, allowing for their audition on the problems, making heard and making them hear their own ‘voice’. This assumption translated in their involvement in the all process of implementation, development and evaluation of the Project, and their concurrent responsibility, facilitated by the proximity and trust between youngsters and members of the technical team. As member of this technical team, with a role of co-ordinating the team and of direct articulation with the children and young people, to be able to move from the intervention approach to an analysis and reflection approach required the enhancement of theoretical concepts for the definition of analytical categories allowing for the detachment indispensable to a critical analysis. This exercise enabled the (re)finding of the coherence of the action, understanding at a distance the limitation in the resources, the team capacity, the urgencies that limit the depth of the reflection about the situations. The aim was, therefore, to build a more profound and total vision about the reality in the critical look generated by the practice. This process of reflexive systematisation, a process which is not yet familiar to us social workers in Portugal, was accomplished with persistence through successive attempts that reduced ‘consecrated’ ideas and minimized the ‘discomfort’, honouring the words of one of the actors “I’ve learned not to be afraid to try” (Filipe).
The present work, ‘a social intervention narrative’ had as its main purpose to shed a reflexive and critical look on the work developed by the author in the area of Social Work within an interdisciplinary team. This took place within the Centre for Studies for Social Intervention (Centro de Estudos para a Intervenção Social, CESIS), in a project entitled Percursos Acompanhados’, co-funded by the Escolhas Programme witch had as objective to contribute for school inclusion and non-formal education. The systematisation of the trajectory followed, since the diagnosis, development and outcome stages till the analysis of the process for involving the community, the partners and the children and young people themselves was made. The main reference is the work conducted with the children, the young people and the families along the process of developing the project, recognising the importance of the participation for the motivation to change. The perspective of the building-up of an active citizenship meant the acknowledgment of the children and young people as actors of the on-going process, allowing for their audition on the problems, making heard and making them hear their own ‘voice’. This assumption translated in their involvement in the all process of implementation, development and evaluation of the Project, and their concurrent responsibility, facilitated by the proximity and trust between youngsters and members of the technical team. As member of this technical team, with a role of co-ordinating the team and of direct articulation with the children and young people, to be able to move from the intervention approach to an analysis and reflection approach required the enhancement of theoretical concepts for the definition of analytical categories allowing for the detachment indispensable to a critical analysis. This exercise enabled the (re)finding of the coherence of the action, understanding at a distance the limitation in the resources, the team capacity, the urgencies that limit the depth of the reflection about the situations. The aim was, therefore, to build a more profound and total vision about the reality in the critical look generated by the practice. This process of reflexive systematisation, a process which is not yet familiar to us social workers in Portugal, was accomplished with persistence through successive attempts that reduced ‘consecrated’ ideas and minimized the ‘discomfort’, honouring the words of one of the actors “I’ve learned not to be afraid to try” (Filipe).
Descrição
Orientação : Maria Emília Ferreira
Palavras-chave
SERVIÇO SOCIAL, SOCIAL WORK, CIDADANIA, CITIZENSHIP, INTEGRAÇÃO ESCOLAR, SCHOOL INTEGRATION, EMPOWERMENT, EMPOWERMENT, CRIANÇAS, CHILDREN, PARCERIA SOCIAL, SOCIAL PARTNERSHIP, MESTRADO EM SERVIÇO SOCIAL E POLÍTICA SOCIAL