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This article aims to analyze the impacts suffered in the composition of the SUAS (Unified Social Assistance System) work teams for the operationalization of work management, in the context of the period of government transition, after the impeachment of President Dilma Roussef. The theoretical framework comes from historical materialism applied to an exploratory documentary research, based on data from the SUAS Census. A sample was taken from work teams that make up the staff of social assistance professionals in three cities in the state of Rio Grande do Sul. It concludes that the neoliberal government project extends to social policies, not only privatizing them and causing the commodification of social rights, but also increasing the precariousness of work relationships and labor ties, ultimately reverberating on the capacity to meet the needs of the population that seeks the services of the social assistance policy. [ABSTRACT FROM AUTHOR]

The objective of this article is to describe a practical exercise of Discursive Textual Analysis (DTA) mediated by computers and the internet, in the emergency remote teaching period, in a Stricto sensu course at a public university in the countryside of the state of Bahia, in Brazil. This qualitative description is part of a broader, exploratory, perspective, as it is intended to be part of a collection of publications to disseminate a teaching strategy for textual analysis methodologies. As a collection instrument, a question was sent to 23 master's students, in two offers, in different academic semesters of the master's course (2020/2021). In this context, there were records of doubts and perceptions that emerged during the exercise, which lasted one semester in each offer. The justification for this description was based on the suggestion of a teaching strategy for discursive textual analysis methodology. As a result, it offers possible contributions to qualitative research in the educational area. Conclusions obtained from the participants' evaluations in the discipline identified the approval of the use of practical exercise of textual analysis as a teaching strategy, since from the proposed readings, connected to the analysis procedures, it was verified that this methodology overcomes the use of steps, promoting the improvement of interpretation and formulation of arguments by the researchers, who, little by little, constitute themselves as the authors of their textual productions. [ABSTRACT FROM AUTHOR]