A intervenção do serviço social nas escolas TEIP: mais perto para chegar mais longe
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2011
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A presente dissertação examina, de forma retrospectiva e prospectiva, e com um vector crítico construtivo, o actual estado da intervenção do Serviço Social no âmbito das escolas. É feita uma análise global dos múltiplos factores que condicionam esta questão: a evolução histórica quer dos estabelecimentos de ensino quer do próprio Serviço Social e a relação mútua entre estes; as mudanças de paradigmas doutrinários no respectivo sector, de acordo com as transições sociais e as políticas institucionais; os eventuais hiatos entre a teoria e a prática e os protagonistas que povoam o tema: sejam os Assistentes Sociais, os alunos, os professores, as direcções escolares ou as famílias. Com o intuito de fundamentar solidamente o panorama descrito, efectua-se uma pesquisa bibliográfica aprofundada acerca das temáticas mais relevantes e, por outro lado, uma pesquisa empírica o mais exaustiva possível. A recolha de dados é realizada através de quinze entrevistas a profissionais de Serviço Social a trabalhar em escolas TEIP e ainda, num outro momento, mediante o estudo de casos que incluem entrevistas tanto aos Assistente Sociais como aos próprios alunos e encarregados de educação. Este estudo lança pistas para a construção de um modelo de intervenção social escolar, define um perfil de profissional tendo em conta o contexto em que este se insere – os estabelecimentos de ensino -, aponta as principais potencialidades e constrangimentos do Serviço Social escolar e analisa o seu impacto no âmbito do programa Território Educativo de Intervenção Prioritária. Por fim, verifica que o objectivo do Assistente Social nem sempre está de acordo com os objectivos institucionais, ou que, por vezes o sucesso da intervenção não corresponde a sucesso escolar, analisando os constrangimentos que daí advêm. Desta forma, conclui que para um sucesso efectivo é fundamental que todos partam do mesmo objectivo e assumam activamente o seu papel no processo educativo, nomeadamente: alunos, professores, famílias, Assistentes Sociais e outros técnicos sociais que intervêm no interior das escolas e na comunidade envolvente.
The present dissertation examines, retrospectively and prospectively, and with a critical constructive vector, the current state of intervention of the Social Service within schools. It is made an overall analysis of the multiple factors that condition this issue: the historical evolution either of schools or the Social Service itself and the mutual relationship between them; changes in the doctrinal paradigm in the respective sector, according to the social transitions and institutional policies; eventual gaps between theory and practice and the protagonists who populate the theme: either the Social Workers, students, teachers, school boards or the families. With the purpose of firmly substantiating the picture described, a deep bibliographic research about the more relevant themes is made and, on the other hand, an empirical research the most exhaustive possible. The data collection is made through fifteen interviews to professionals of Social Service working in TEIP schools and also, at another time, through case study which include interviews both to Social Workers, students themselves and parents. This study provides clues for the construction of a model for the school social intervention, defines a professional profile considering the context in which it falls – schools -, points out the main potential and constraints of school Social Work and analyzes its impact under the program Educational Territory of Priority Intervention. Finally, verifies that the aim of the Social Worker is not always in accordance with the institutional aims, or that, sometimes the success of the intervention does not correspond to school success, analyzing the constraints that follow from. Thus, it concludes that for a real success it is essential that everybody has the same objective and actively assume their role in the educational process, namely: students, teachers, families, Social Workers and other social technicians who intervene inside schools and in surrounding community.
The present dissertation examines, retrospectively and prospectively, and with a critical constructive vector, the current state of intervention of the Social Service within schools. It is made an overall analysis of the multiple factors that condition this issue: the historical evolution either of schools or the Social Service itself and the mutual relationship between them; changes in the doctrinal paradigm in the respective sector, according to the social transitions and institutional policies; eventual gaps between theory and practice and the protagonists who populate the theme: either the Social Workers, students, teachers, school boards or the families. With the purpose of firmly substantiating the picture described, a deep bibliographic research about the more relevant themes is made and, on the other hand, an empirical research the most exhaustive possible. The data collection is made through fifteen interviews to professionals of Social Service working in TEIP schools and also, at another time, through case study which include interviews both to Social Workers, students themselves and parents. This study provides clues for the construction of a model for the school social intervention, defines a professional profile considering the context in which it falls – schools -, points out the main potential and constraints of school Social Work and analyzes its impact under the program Educational Territory of Priority Intervention. Finally, verifies that the aim of the Social Worker is not always in accordance with the institutional aims, or that, sometimes the success of the intervention does not correspond to school success, analyzing the constraints that follow from. Thus, it concludes that for a real success it is essential that everybody has the same objective and actively assume their role in the educational process, namely: students, teachers, families, Social Workers and other social technicians who intervene inside schools and in surrounding community.
Descrição
Orientação: Maria Inês Amaro;
co-orientação: Maria José Queirós
Palavras-chave
SERVIÇO SOCIAL, INTERVENÇÃO SOCIAL, ESCOLAS, INSUCESSO ESCOLAR, MEDIAÇÃO, SOCIAL WORK, SOCIAL INTERVENTION, SCHOOLS, SCHOOL FAILURE, MEDIATION, MESTRADO EM SERVIÇO SOCIAL E POLÍTICA SOCIAL