“O devir e o vir a ser”: os dilemas à transversalidade do ensino teórico-prático na formação profissional em Serviço Social

Abstract

The present work aims to analyze the transversality of theoretical-practical teaching in the Social Service course of the Federal University of Campina Grande (UFCG), Sousa-PB campus. Its specific objectives are to identify how the pedagogical political project of the UFCG Social Service course is structured, evidencing the structure of the curricular components that make possible the transversality of theoreticalpractical teaching; and to investigate how teachers learn the transversality of theoretical-practical teaching in Social Work training, revealing the academic activities and didactic-pedagogical strategies used by them in order to materialize practical theoretical teaching in the UFCG Social Service course. We have in the dialectical historical materialism, the theoretical-methodological support to unveil the object in question, situating the contradictory context that pervades the effectiveness of professional training. It is an empirical, documentary research that is based on the analysis of the Political Educational Project of the Social Work course, the course plans of the disciplines, the regulation of the internship, in the search to identify the theoretical-practical transversality in the formation, as well as a structured interview with the institution's teachers, with a view to apprehending their conception regarding the transversality of the theoretical-practical teaching and the challenges to their materialization, to which they processed qualitative analysis. Among the main results of the research, we highlight problems that corroborate with the fragmentation of theoretical-practical teaching both in the pedagogical proposal by the centralization of the theoretical-practical debate and the unity relationship of the theoreticalmethodological, ethical-political and technical-operative dimensions in the components of Internship and Academic Supervision; in the objective conditions that are put for the effectiveness of the proposal of education expressed in the reduced teaching staff and in the insufficiency of fields of training; by the reproduction of misconceptions of the relation of unity between the three dimensions that guide the project of formation; and the difficulty of mediation of teachers, of conceiving and articulating didactic-pedagogical strategies to strengthen the transversality of theoretical-practical teaching, to bring the technical-operative dimension to the everyday of teaching in the totality of the formation combined with the other dimensions.