Formação profissional em serviço social sob as reformas neoliberais da educação superior no Brasil: tendências entre a formação por competência e a formação humano-genérica

Abstract

Research based on professional formation in Social Services, operated between the support of the pedagogical-critical project recommended by ABESS/1996 and the neoliberal project of higher education in Brazil in the current context of capital crisis. It seeks to capture the organic nexus between work, education and training, particularized in the movement to recompose and sustain the hegemony of capital, which, materialized in the restructuring of the production and work process and in neoliberal adjustment policies, imprint new contents on the formative processes, posing the need for (re)adjustments of educational systems. It develops the idea that education, as an expression of social praxis, is established in the context of the class struggle, figured in antagonistic projects linked to societal projects in permanent confrontation. It analyzes that the current restructuring of production and work implemented by capital, requiring a new profile of employee compatible with the so-called culture of total quality, therefore, polished, flexible, which pressures the educational systems to form this new type of man. In this context, the assumptions of training are based on the parameters, set by the ideology of competence. However, in the contradictions of the current crisis of hegemony, it highlights an education project guided by the historical need for the emancipation of the working class – the basis of the emancipation of humanity – to which the construction of a human-generic professional training is linked. Social Services, due to the educational function it plays in society, is contradictorily linked to the formation of culture in the struggle for political hegemonies, it is permanently challenged to contribute to the process of unification of theory and practice as a historical becoming (GRAMSCI, 1999) in the objective conditions of its insertion in social relations, from the perspective of the interests of the subaltern classes. It problematizes that the professional training in Social Services inserted in this totality, is strongly impacted, particularly with the advance of training in the distance modality, which objectified as a predominant trend in higher education, misconfigures and lowers the quality of the intended training in the direction of the Curricular Guidelines of ABESS/1996 within the scope of the professional ethical-political project. Finally, based on the particularity of professional training in Maranhão, it analyzes that the neoliberal reforms for higher education intensifying Social Services’ contradictions of the training process reflected in the tensions between two curricular guidelines: ABEPSS/1996 and CNE/2002, and thus, tensioning this

process between the materialization of training by competence with the return of pragmatic- instrumental training and human-generic training, linked to the organization of a new culture,

in the movement of constitution of the subaltern class as a hegemonic force - which supposes the unification of theory and practice, as a historical becoming.