English Title

Abstract

School social work confronts a dilemma rooted in the deterioration of the public school system. Henee, this dilemma calls for the need to evaluate the paradigms of the school social work interventions. In the Department of Education's official memo for school social work # 16-2004-2005, the language used is ambiguous and superficial. It is based on a positivism discourse about what the intervention should be, thus limiting what the social work discipline can bring to the educational process. This discourse in its practice focus the attention on individual casework and group work, thus limiting what the community work method could do to the educational process. The attention of school social work to the educational process of the social construction of citizenship, nurturing a participatory leadership among students, family and community is almost non-existence. The errors in the decentralization and the invisibility of the educative autonomy constitute barriers for the construction of a new grammar in the school social work. I suggest that the school social work should focus its intervention from a new perspective. It should be focused on a new relationship with all the members that constitutes the school community and within its macro structural context, based in the social construction of an educational citizenship and taking into consideration the ideas about educational subjects.