Social occupational therapy in public school: an analysis of the bibliographic production of METUIA/UFSCar

• Main Authors: Lívia Celegati Pan, Roseli Esquerdo Lopes
• Format: Article
• Language: Portuguese
• Published: Universidade Federal de São Carlos 2020-03-01
• Series: Cadernos Brasileiros de Terapia Ocupacional
• Subjects: occupational therapy; schools; education; special education; youth
• Online Access: http://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/2287/1267

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.