Relações Sociais e Serviço Social: mediações para a construção do trabalho de assistentes sociais na educação

Abstract

This paper presents the state of art of the professional performance of social assistants in educational policy, systematized in the Brazilian Conference of Social Works (CBAS). We start from the hypothesis of the prevalence of the indistinction between processes of work carried out by the social assistant and the educational policy. The aim was to understand the mediations used by professionals to describe concrete experiencies of professional activity. Fifty communications were analysed and they were presented between 2001 and 2019 in CBAS and whose aim was to share experience of professional activity. It was identified that the works constitute three fields of distinct activities, according to the stages of scholarization, basic education, professional education and higher education. The methodology which was used was the analysis of contents which allowed, taking into account the frequency of data, to identify five fields of mediation: 1) Characteristics of work conditions and the presence of precarization; 2) Legal and normative tools articulated as parameters for work fulfillment; 3) Expressions of the social issue that present themselves as requisites for professional activity; 4) Types of activities, atributions and work routine; and 5) Goals and ethical and professional values. The results point out that the activities carried out in each stage of scholarization have peculiarities in common. When the stages of scholarization are compared, the processes of work and their mediations constitute themselves in distinct ways.