Formação acadêmica-profissional em serviço social: a supervisão direta do estágio obrigatório nas instituições de ensino a distância no município de Itaporanga – PB.

Abstract

This dissertation is based on the results of a research project that aimed to analyze the academic-professional training of social workers through the direct supervision of compulsory supervised internships in Social Work at higher education institutions in the Distance Learning (DL) modality. The specific objectives were: to verify the process of construction and consolidation of the professional training of Social Workers based on the direct supervision of compulsory supervised internships in Social Work in the distance learning modality; to understand the relationship between the process of direct supervision of compulsory supervised internships carried out in the distance learning units that offer the Social Work course in the municipality of Itaporanga – PB, and the Curricular Guidelines (ABEPSS, 1999), the National Internship Policy and CFESS Resolution no. 533, which regulates the supervision of social workers in distance learning. 533, which regulates the direct supervision of internships in Social Work; to identify the objective conditions in which the direct supervision of compulsory supervised internships in Social Work takes place in private higher education institutions in the distance learning modality, in the reality of the municipality of Itaporanga – PB. The method used was historical-dialectical materialism, in which we carried out bibliographical, documentary and field research. The universe of the field research was the two Higher Education Institutions (HEIs) in the municipality of Itaporanga - PB. The subjects participating in the research included academic and field supervisors, and social work students involved in the process of direct supervision of compulsory internships in Social Work. To collect the data, we used semi-structured interviews with the subjects. To analyze the empirical data, we used the main categories of Marx's critical-dialectical method and some theoretical or analytical categories. The analysis showed that academic-professional training, as a fundamental process for quality training, occurs with a "precarious" operationalization in the distance learning modality. This process is weakened and exposed to the real conditions of this commercialized training given by the expansion of higher education and the distance learning modality and the impacts on undergraduate Social Work courses in the context of the capital crisis.