Navegando por Palavras-chave "Medida Socioeducativa"

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    Contribuição Winnicottiana ao Modelo de Atendimento no Programa de Internação na Fundação Casa - SP
    (Universidade Federal de São Paulo (UNIFESP), 2019-03-20) Lima, Danielli Do Lago Hyppolito De [UNIFESP]; Bretas, Jose Roberto Da Silva [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The objective of this research was to analyze how the application of the Winnicottian precepts in the implementation of the socio-educational measure of hospitalization in one of the Service Centers of the CASA-SP Foundation is made through the understanding and meaning given by the teenager and the servants. The historical background of the construction of policies aimed at assisting juvenile offenders and the challenges faced in the search for the guarantee of rights, the current guidelines of the institution and the specific theoretical framework that guides the practice of this Service Center were the pillars of the study, directing the analysis of the content brought by adolescents and the team that develops the work. The profile of the adolescents and the characteristics of the family composition were relevant elements for the composition of the research, as well as the current institutional scenario, allowing the contextualization and a deepening of the analysis. To do so, the method adopted was the descriptive study, with qualitative orientation, proposing as participants the adolescents and professionals who develop the interventions, so that the evaluation considered the perspectives of these two sides, in the execution of this model, through individual interviews with the young people and focus group with the team, content this categorized, once we opted for categorial analysis of the material. The results pointed out convergences between the guidelines and Winnicottian precepts, enabling the practice of care adopted at this Center to be a potential space, admittedly favorable, both by the adolescents assisted, and by the professionals, to personal maturation.
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    A escola pública e o jovem em liberdade assistida: possibilidades e interdições
    (Universidade Federal de São Paulo (UNIFESP), 2019-08-29) Bezerra, Valdecio Silverio [UNIFESP]; Novaes, Luiz Carlos [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research has as an objective to identify the constructive elements of school’s taxonomy that is present on speeches of different agents who act on a public school from the Paulist state web, around the educative action together with students on assisted liberty, having the concept of academical culture structured by Pérez Gómez (2001) as a base. The motivational problem of the research emerged as a result of the stigmatized Goffman (1988) from the students in Assisted Liberty (AL) that frequented the field schools of this research and that, in lectures that we ministered at the school, weren’t called by their names, but simply by the initials of the AL’s socio-educational measure. The hypothesis that guides our investigation is that the schools operates with a typical school taxonomy, as defined by Bourdieu, which generates classifications and judgements; which in this case acted as elements that interdict the socio-educational process. Starting with this confirmation, we did lifting of the international documents that influenced the construction of the laws that normative the respect for kids and teenagers rights on the scope of the United Nations (UN), from the United Nations Children’s Fund (UNICEF), and the Organization of American States (OAS), as well as those produced in Brazil, for posterior analysis of the reasoning presented in the documents (Bardin,2010). we’ll do the analysis of the Bardin documents (2010) with a base on the Ball Cycle of Politics (2010) and we described how it was being built the Children and Teenager’s Statute (ECA, in Portuguese). To develop the analysis that will give us subsidies to seek for explaining the excluding behaviour of LA’s juveniles, we will work with a theoretical framework compound by Works of theorists as Bourdieu (2002, 2003, 2008, 20015), Foucault (2003, 20014, 2016), Dubet (2003, 2008), Elias (2000), Forquin (1993), and mainly Pérez Gómez (2005, 2015) that provides to us the theory base so that we try to explain how the school’s culture understood as the crossing of various cultures interacting in the school’s space. Those cultures are here represented by the critical, social, academic, institutional and experiential cultures. This theory contribution will help us comprehend all of the complex interaction that happens at the schools and based on the analysis of the interviews made with the director, pedagogical coordinator, teachers and school’s employees, subjects of our research. The result of the contributions from these agents will help us uncover and understand how the school’s culture encourages the excluding behaviour that we feel about the manifestations over the presence of LA’s juveniles at the school’s environment.