O ensino remoto emergencial (ERE) no serviço social: resistência e estratégias de enfrentamento para garantir a qualidade da formação profissional

Abstract

This dissertation aims to analyze the forms of resistance and the political strategies facing the implementation of Emergency Remote Teaching (ERE) based on the analysis of documents prepared by representative entities of Social Work. The specific objectives that guided our investigation were: to identify the impacts of the implementation of Emergency Remote Teaching (ERE) for Social Work in the context of professional training and teaching work; identify damages to the teaching-learning process that compromise the professional training project; highlight the process of resistance and political strategies on the part of the representative entities of the category against the implementation of the remote teaching modality. It constitutes a documentary and bibliographical study that allowed the analysis of the documents shared by the Brazilian Association of Teaching and Research in Social Service (ABEPSS) and the National Forum in Defense of Training and Quality Work in Social Service. In this way, information was collected regarding the political position and the strategies constructed by the entities and which were systematized and socialized by the documents analyzed in the research. The synthesis of the collected material allowed us to identify that the entities of the category took a critical position towards the ERE from the socialization of strategies and reflections contained in the documents, in which they pointed out a general panorama of the situation of the graduation and post-graduation courses in the Social Service, suggested the need for articulation through debates, forums, lives and an observatory, in order to guarantee the quality of the professional training process.