SOCIAL ASSISTANCE POLICY AND THE MALE SINGLE-PARENTAL FAMILY: BETWEEN THE LIMITS AND POSSIBILITIES OF THE SOCIAL WORKER’S PROFESSIONAL INTERVENTION

Authors

  • Plínio Marcelo de Souza Batista Universidade Luterana de Santarém -ULBRA
  • Lorena Guimarães Ferreira Honorato Centro Universitário Luterano De Santarém

DOI:

https://doi.org/10.51891/rease.v9i12.12740

Keywords:

Family. Social Worker. Policy.

Abstract

The objective of this work is to understand how the social worker's professional performance develops with families that are configured as single-parent male families in the face of policies aimed at families. Using the bibliographical study as a research method where authors corroborate this objective, it is possible to understand from this study the importance of the social worker who brings with him the technical-operative, ethical-political and theoretical-methodological, investigative skills and more a set of instruments that help the professional to serve each individual sensitively to their needs and particularities. Noting that a reformulation of the current social policy is necessary, so that all family groups can be served fairly.

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Author Biographies

  • Plínio Marcelo de Souza Batista, Universidade Luterana de Santarém -ULBRA

    Acadêmico do curso de Serviço Social da Universidade Luterana de Santarém -ULBRA.

  • Lorena Guimarães Ferreira Honorato, Centro Universitário Luterano De Santarém

    Orientadora- Mestra em Promoção de Saúde pela Universidade Adventista de São Paulo-UNASP. Especialista em Gestão de Políticas de Saúde Informada Por Evidências pelo Instituto Sírio-Libanês de Ensino e Pesquisa- IEP/HSL. Docente do Curso de Bacharelado em Serviço Social do Centro Universitário Luterano De Santarém.

     

Published

2023-12-29

How to Cite

Batista, P. M. de S., & Honorato, L. G. F. (2023). SOCIAL ASSISTANCE POLICY AND THE MALE SINGLE-PARENTAL FAMILY: BETWEEN THE LIMITS AND POSSIBILITIES OF THE SOCIAL WORKER’S PROFESSIONAL INTERVENTION. Revista Ibero-Americana de Humanidades, Ciências E Educação, 9(12), 46-62. https://doi.org/10.51891/rease.v9i12.12740

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