O presente artigo é parte de estudos realizados em projeto do pesquisa cujo objetivo é identificar como o debate dos fundamentos do Serviço Social é realizado na formação em Serviço Social do Paraná. Para tanto, realizamos pesquisa de natureza qualitativa por meio de revisão bibliográfica e documental nos Projetos Pedagógicos do Curso. Neste momento, a pesquisa limitou-se a abordar aspectos do perfil profissional e os componentes curriculares obrigatórios, com destaque para a matéria de Fundamentos Históricos e Teórico-Metodológicos do Serviço Social. A pesquisa permitiu constatar que os PPCs dos referidos componentes estão alinhados às diretrizes
curriculares da ABEPSS e que, em que pesem os esforços das UFAS para contemplar os conteúdos propostos nas diretrizes, o desafio de fomentar o debate dos fundamentos por meio da articulação dos conteúdos dos núcleos de fundamentação das diretrizes é permanente.
This article is part of a research project aimed at identifying how the debate on the foundations of Social Work is conducted in Social Work education in Paraná. To this end, we carried out qualitative research through bibliographic and documentary review of the Course Pedagogical Projects. At this stage, the research was limited to addressing aspects of the professional profile and the mandatory curricular components, with emphasis on the subject of Historical and Theoretical-Methodological Foundations of Social Work. The research revealed that the PPCs (Pedagogical Projects of the Course) for these components are aligned with the
curricular guidelines of ABEPSS (Brazilian Association of Social Work Education and Research) and that, despite the efforts of the UFAS (Federal Universities of Paraná) to include the content proposed in the guidelines, the challenge of fostering debate on the foundations through the articulation of the core content of the guidelines remains.This article is part of a research project aimed at identifying how the debate on the foundations of Social Work is conducted in Social Work education in Paraná. To this end, we carried out qualitative research through bibliographic and documentary review of the Course Pedagogical Projects. At this stage, the research was limited to addressing aspects of the professional profile and the mandatory curricular components, with emphasis on the subject of Historical and Theoretical-Methodological Foundations of Social Work. The research revealed that the PPCs (Pedagogical Projects of the Course) for these components are aligned with the
curricular guidelines of ABEPSS (Brazilian Association of Social Work Education and Research) and that, despite the efforts of the UFAS (Federal Universities of Paraná) to include the content proposed in the guidelines, the challenge of fostering debate on the foundations through the articulation of the core content of the guidelines remains.
