Vera Maria Ribeiro Nogueira

La construcción de los derechos sociales y los sistemas sanitarios: los desafíos de las fronteras

This article presents the asymmetries between economic and social globalization, revealing the existing territorial inequalities in healthcare, as well as the rise of new demands with repercussion for social rights. The movements of capital and of productive processes take place in an intense manner, contrary to what occurs with the processes of social protection and healthcare, which continue to be limited to nation states. The initiatives in the countries of the European Union and Mercosur have not transcended isolated interventions, marked by the urgency of attention, and have not achieved the construction of rights on a regional level. The different healthcare systems and characteristics of coverage have not been placed in harmony, while there is a great diversity of attention to healthcare in the border regions. This is the case of the situations presented in the two regions in Spain, Estremadura and Catalunha, and in the region of the Brazil, Argentina and Paraguay border – in the cities of Foz de Iguacu, Porto Iguacu and Cidade do Leste.

Política Social e Serviço Social: os desafios da intervenção profissional

Este artigo discute politica social e Servico Social e os desafios que esta relacao apresenta para a intervencao profissional. Enfatiza o florescimento e o aprofundamento desse debate ao longo das duas ultimas decadas do seculo 20, e a sua consolidacao no inicio do seculo 21, que se expressam atraves da consistente producao de conhecimento e da insercao peculiar dos orgaos representativos da categoria profissional no processo de luta pela institucionalizacao das politicas publicas compativeis com os valores contidos no Codigo de Etica Profissional dos assistentes sociais. O enfoque maior recai sobre a questao da intervencao dos assistentes sociais, no campo da politica social, ao implementar o projeto profissional, comprometido com a defesa dos direitos sociais de carater universal. Nessa perspectiva, trata a politica social como um campo contraditorio, permeado por interesses e projetos societarios antagonicos, no qual se reatualizam questoes diretamente articuladas a especificidade e a autonomia profissional.

A efetividade da gestão social e a prática do assistente social na Proteção Social Especial de Média Complexidade / The effectiveness of social management and the practice of the social worker in the Special Social Protection of Medium Complexity

O presente artigo tem como objetivo analisar o Servico de Protecao e Atencao Especializado a Familias e Individuos (PAEFI), que compoe a Protecao Social Especial de Media Complexidade da Politica de Assistencia Social, enfatizando aspectos relacionados a gestao social e a acao do assistente social. Foi construido a partir de uma revisao teorica e observacao empirica da experiencia de trabalho desenvolvida no PAEFI em Jaragua do Sul (SC). A pertinencia do tema surge a partir da observância da incipiente producao de referencias sobre a correlacao entre gestao social e a pratica profissional nos Servicos de Media Complexidade. Ao realizar esta analise, busca-se identificar como se efetiva a gestao social na pratica, que e aqui analisada enquanto um ato de governanca das politicas sociais, em seu aspecto ampliado, abarcando a participacao dos diversos atores sociais envolvidos.

Formação profissional, estágio e supervisão: impasses e desafios persistentes

Education in social service has been a constant object of concern and debate, and its contours have been determined by the historic conjunctures and the action of subjects guided by professional projects on distinct ethical and political planes. Thus, to consider professional education, especially internships and their supervision, involves recognizing the trajectory that allows conceiving these internships as a continuum between undergraduate studies, graduate work, permanent education, professional practice and political organization of social workers (ABEPSS, 2008). Historically, it can be observed that until the 1970s the dynamic of professional education was based on a symmetrical relationship between educational institutions and the fields of internships, with a focus on professional action and an emphasis on technical and instrumental aspects. In this dynamic there was a synergy between professors and field supervisors, in relation to the concept of the profession, the contents and practices that compose professional education and to needs for knowledge. It is not by chance that there have been many studies about supervision in social work in this period, revealing the intrinsic articulation between the hegemonic social project and the institutional projects incorporated by the professional category . This articulation, allied to social workers condition as the front line executors of social policies, had repercussions on the convergence between what students should learn to be able to exercise the profession and that which was practiced within institutions. In this context, internships were conducted in complete harmony among the actors involved, given that the objective was to execute what was learned. The education of social workers was shared between the educational institution and the institutions where internships were conducted, which were made responsible for teaching through practice. This design presupposed systematic supervision of social workers as an essential attribution for making professional education concrete. The synchronicity was strengthened by the systematic spaces of discussion, which reiterated the hegemonic professional and social project of the time, anchored in the technical and political competence of the supervisors and professors. This virtuous circle began to be broken as a consequence of three intrinsically related facts: the new form of considering the profession; the entrance of the majority of schools of social work into federal universities; and the recognition of social work as a field of knowledge by the national agencies that provide financial support to research and graduate studies. The new form of thinking of the profession, based on a critical-dialectical perspective, revealed the inseparability between the three dimensions that sustain it: theoretical-methodological, ethical-political and technical-operative. The adoption of a perspective of knowledge that would articulate the historic and theoreticalmethodological perspective became imperative, both for the development of the profession and for professional education. Thus, an aspiration arose to educate professionals who understood their practice and understood themselves within the context of social life, and therefore, the relations of their practices with the totality of the historic process became a central issue (ABESS, 1989). The entrance of the majority of schools of social work which until then had been maintained mostly by religious or ganizations into university structures took place in the 1970s, during the military dictatorship. At this time, higher education policy reorganized the administrative and curricular structures of universities. This involved the incorporation of schools that supported the development project adopted by the country at the time. An example of this was the expansion of schools of law and administration, among others, as well as the inclusion in curriculums of disciplines such as The Study of Brazilian Problems, which sought to strengthen the ideology of national security . The incorporation of the schools of social service imposed distinct parameters for their recognition in the academic realm, such as the demand for articulation of the tripod of education, research and extension, which had decisive impacts on the teaching career of social workers. Universities favored anEducation in social service has been a constant object of concern and debate, and its contours have beendetermined by the historic conjunctures and the action of subjects guided by professional projects on distinctethical and political planes. Thus, to consider professional education, especially internships and their supervision,involves recognizing the trajectory that allows conceiving these internships as a continuum between undergraduatestudies, graduate work, permanent education, professional practice and political organization of social workers(ABEPSS, 2008).Historically, it can be observed that until the 1970s the dynamic of professional education was based ona symmetrical relationship between educational institutions and the fields of internships, with a focus onprofessional action and an emphasis on technical and instrumental aspects. In this dynamic there was a synergybetween professors and field supervisors, in relation to the concept of the profession, the contents and practicesthat compose professional education and to needs for knowledge. It is not by chance that there have beenmany studies about supervision in social work in this period, revealing the intrinsic articulation between thehegemonic social project and the institutional projects incorporated by the professional category . This articulation,allied to social workers condition as the front line executors of social policies, had repercussions on theconvergence between what students should learn to be able to exercise the profession and that which waspracticed within institutions. In this context, internships were conducted in complete harmony among the actorsinvolved, given that the objective was to execute what was learned. The education of social workers wasshared between the educational institution and the institutions where internships were conducted, which weremade responsible for teaching through practice. This design presupposed systematic supervision of socialworkers as an essential attribution for making professional education concrete. The synchronicity wasstrengthened by the systematic spaces of discussion, which reiterated the hegemonic professional and socialproject of the time, anchored in the technical and political competence of the supervisors and professors.This virtuous circle began to be broken as a consequence of three intrinsically related facts: the newform of considering the profession; the entrance of the majority of schools of social work into federal universities;and the recognition of social work as a field of knowledge by the national agencies that provide financialsupport to research and graduate studies.The new form of thinking of the profession, based on a critical-dialectical perspective, revealed theinseparability between the three dimensions that sustain it: theoretical-methodological, ethical-political andtechnical-operative. The adoption of a perspective of knowledge that would articulate the historic and theoretical-methodological perspective became imperative, both for the development of the profession and for professionaleducation. Thus, an aspiration arose to educate professionals who understood their practice and understoodthemselves within the context of social life, and therefore, the relations of their practices with the totality of thehistoric process became a central issue (ABESS, 1989).The entrance of the majority of schools of social work - which until then had been maintained mostly byreligious or ganizations - into university structures took place in the 1970s, during the military dictatorship. At thistime, higher education policy reorganized the administrative and curricular structures of universities. This involvedthe incorporation of schools that supported the development project adopted by the country at the time. Anexample of this was the expansion of schools of law and administration, among others, as well as the inclusionin curriculums of disciplines such as The Study of Brazilian Problems, which sought to strengthen the ideologyof national security. The incorporation of the schools of social service imposed distinct parameters for theirrecognition in the academic realm, such as the demand for articulation of the tripod of education, research andextension, which had decisive impacts on the teaching career of social workers. Universities favored an

The construction of social rights and healthcare systems: the challenges of borders

This article presents the asymmetries between economic and social globalization, revealing the existing territorial inequalities in healthcare, as well as the rise of new demands with repercussion for social rights. The movements of capital and of productive processes take place in an intense manner, contrary to what occurs with the processes of social protection and healthcare, which continue to be limited to nation states. The initiatives in the countries of the European Union and Mercosur have not transcended isolated interventions, marked by the urgency of attention, and have not achieved the construction of rights on a regional level. The different healthcare systems and characteristics of coverage have not been placed in harmony, while there is a great diversity of attention to healthcare in the border regions. This is the case of the situations presented in the two regions in Spain, Estremadura and Catalunha, and in the region of the Brazil, Argentina and Paraguay border – in the cities of Foz de Iguacu, Porto Iguacu and Cidade do Leste.