(Contra) Reforma Educacional em contexto de neoconservadorismo: O Serviço Social e os desafios para a formação profissional

Abstract

This research aims to investigate how the educational (counter)reform in a neoliberal and neoconservative context has been reflected in the curricula of social service courses in the State of Rio Grande do Norte and in its training process. For the purpose of this investigation, we list the following specific objectives: to understand the educational (counter)reform in a neoliberal and neoconservative context; reflect on the Political Pedagogical Project of social service courses in the State of Rio Grande do Norte; to preliminarily raise the challenges of critical training for the professional development of social workers committed to an emancipatory societal project. In order to think about professional training in Social Work in relation to this conservative perspective, the following question can be raised: “How has the educational (counter) reform in the context of neoconservatism been reflected in the curricula of social work courses and in their training process?”. Thus, in order to apprehend this problematization, we opted for a methodology based on a qualitative perspective of a social nature, whose foundations are based on the Marxist theory of social analysis of reality, in which we are guided by Marx (2010; 2011; 2017) Netto (1999; 2006; 2007;2009) Iamamoto (2000;2008;2013) Coutinho (2012) among others, where we use the higher education decrees, No. 9.235/2017, the decree of for-profit higher education institutions- IES (Instituições de Ensino Superior) No. 2.302/1997, the National Education Guidelines and Bases Law No. 9.394/1996 that establishes the guidelines and bases of national education, the Guidelines of the Brazilian Association for Teaching Social Work (ABEPSS) of 1996, the Political Pedagogical Project of the Social Work course at the Federal University of Rio Grande do Norte (UFRN) and the Estácio Educational Group of the year 2018 so that we could point out some reflections about professional training. Therefore, the research points to the importance of promoting and reinforcing critical professional training through theoretical-methodological, ethical-political and technical-operative dimensions so that professionals are prepared to face the different expressions of the social issue and to collectively build democratic societal projects and the materialization of the ethical-political project of the profession as an ethical direction, for the emancipation of workers in social struggles and against all types of oppression.