Terapia ocupacional social na escola pública: uma análise da produção bibliográfica do METUIA/UFSCar

Abstract

Occupational therapy has produced knowledge and practices about/in schools from different perspectives, and one of them focuses on social problems represented in the current scenario in Brazil by METUIA/UFSCar. This research aimed to gather and analyze the bibliographic production of this group in the public school, taking the bibliographical productions raised on the METUIA/UFSCar online page and in the curriculum of its coordinators in the Plataforma Lattes/CNPq as a data source. They reunited and presented 45 productions: three research reports, two doctoral theses, six master's dissertations, nine scientific initiation reports, eight book chapters and 17 papers. The analysis and discussion of the material were made considering three thematic categories: youth in focus, evidencing the centrality of the public school to METUIA/UFSCar, given its proposal to work with the youth of popular groups; public school as social equipment, unveiling an understanding of public school as an equipment that composes the network of attention and support to children and youth; and action proposals of social occupational therapy in public schools, bringing theoretical and methodological approaches for therapeutic-occupational actions with poor young people inside and outside schools. We concluded that this set of productions points out important demands related to social problems to be worked by occupational therapists in their practices, beyond those already traditionally placed in the scope of disabilities cared by Special Education, problematizing its contribution to the Basic Education in Brazil that persists with marked social inequality in the XXI century.

Ação e formação da terapia ocupacional social com os jovens na escola pública

“…Os depoimentos e as discussões coletivas revelam, portanto, uma consonância dos discursos com as produções bibliográficas feitas pela equipe do METUIA/UFSCar e amplamente divulgada (Pan & Lopes, 2020).…”

“…Os depoimentos e as colocações das terapeutas ocupacionais, indicam, ainda, uma discordância com o fato de que se produz ou não uma ação de inclusão. Estes apontamentos são pertinentes, tendo em vista que as produções bibliográficas do grupo não fazem uma referência direta à Educação Inclusiva, tampouco à Educação Especial (Pan & Lopes, 2020). Porém, se nos pautarmos por uma compreensão de que a Educação Inclusiva é uma proposta que se volta para a construção de uma escola inclusiva para, de fato, todos (Bueno, 2014), deve-se pensar em como incluir todos que estão excluídos dela ou, como discutido por Buffa (2012), aqueles que mesmo frequentando a instituição escolar são, de alguma forma, excluídos dos processos escolares, o que envolve alunos com deficiência, mas não apenas.…”

¿Terapeutas ocupacionales en la educación? Caminos y posibilidades para/en América Latina y Caribe desde una Comunidad de Práctica

“…Dar un lugar a la escuela como un espacio que debe construirse en dos ejes: contribuir al desarrollo radical de la función compensatoria, que busca paliar las desigualdades y ampliar las posibilidades de vida; y, como un lugar de reconstrucción de saberes y experiencias, donde todos, sin excepción, puedan tener acceso a debates y conocimientos para convertirse en sujetos autónomos en las prácticas sociales (Pérez Gómez, 1998). Esta sería una escuela reconocida como un espacio de intercambios y acciones democráticas, donde los Terapeutas Ocupacionales pueden contribuir, cómo el campo de la TO Social propone (Lopes et al, 2008;Pan & Lopes, 2020).…”

Occupational therapists in education? Routes and possibilities for/in Latin America and the Caribbean from a Community of Practice

“…Give a place to the school as a space that must be built on two axes: contribute to the radical development of the compensatory function, which seeks to alleviate inequalities and expand life possibilities; and, as a place of reconstruction of knowledge and experiences, where everyone, without exception, can have access to debates and knowledge to become autonomous subjects in social practices (Pérez Gómez, 1998). This would be a school recognized as a space for exchanges and democratic actions, in which occupational therapists can contribute, as the field of Social OT proposes (Lopes et al, 2008;Pan & Lopes, 2020). Santos (2019) proposes a complementary perspective on the uncertainty that can go through the practices in education that are developed in OT.…”