O (re) nascer das flores de lótus: a construção de trajetórias e vivências no processo de formação profissional em serviço social

Abstract

This work aims to analyze the trajectories and experiences built by women students of the Social Work course for the permanence and conclusion of higher education. The motivating trigger for the research was built from the researcher’s experience in the classroom in an undergraduate course in Social Work, taking as a stage the dialogues of the students in the face of the daily challenges to conclude the studies. Scenario that instigated the need to study collective and individual experiences that are preponderant in the social work training process of the interviewees. Bearing in mind that the history of access to schooling for the female universe is built by a context of struggles and resistance, understanding the processes that were outlined by these women to achieve their goals can help to unveil issues of gender, race, social class, cultural context, that intertwine the living spaces of these women and that may be being naturalized. In this sense, the gender perspective and its consequences constitute the theoretical basis of this research. Which is established a quantitative and qualitative research, initially a quantitative survey was carried out in relation to social workers who graduated in Social Work at a Private Education Institution located in the city of Curitiba between the years 2010 until 2019, identifying a universe of 160 professionals, which resulted in a sample of 60 online questionnaires answered. Thus, the work proposes to highlight trajectories and experiences of women’s struggles and resistance for access to formal education, publishing that in the face of difficulties and diversities faced by them, such as: racial, gender, sex, class discrimination, among others, these women went through the academic process of graduation and achieved their goals. Therefore, the relevance of enabling themes that include women as a source of research and knowledge is increasingly perceived in the academic locus, as these academic productions envisioning their singularities, pluralities and differences that are constructed in the process of their historicity’s.