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    A experiência social de aprendizagem da criança e do (a) adolescente gravemente enfermo (a) que estuda no hospital
    (Universidade Federal de São Paulo (UNIFESP), 2016-09-21) Torres, Hanik Righi [UNIFESP]; Covic, Amalia Neide Covic [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This study intends to reveal singularities of the schooling process and the social experience of children's learning and the seriously ill teenager who studies at the hospital, from the web of social relations that sustains and means their life trajectories. For this, were analyzed the narrative of life oral history from two student paciente who study at Escola Móvel/Aluno Específico do Instituto de Oncologia Pediátrica- Grupo de Apoio ao Adolescente e à Criança com Câncer/Universidade Federal de São Paulo; under qualitative guidance from the experiences shared in their narratives, this research sought the meanings attributed by the subjects themselves, the phenomena relating to time at the hospital. The method applied to narrative, was the discourse analysis developed by the french stream, mainly represented by Patrick Charaudeau. This author guide us on the systematization of narratives about the perception of internal and external pressures that compose the speeches. Thus, the oral narrative of life history assumed to speeches, allowed emerge the meanings constructed in the field of inter-subjectivity. This is because, although it is not possible to absolutely distinguish the different situational and linguistic pressures that make them up, leading us to the sensitive perception about child and / or seriously ill teenager as social being and historically situated, that during treatment, continues to build stories and identities; individual and collective. The analyzes are founded on theoretical frameworks of Phenomenology and Critical Theory; primordially the contributions of Maurice Merleau-Ponty and Axel Honneth. They guided us, his assertions about the body as a phenomenon that been constitute in the field of intersubjectivity; and that, the tool of relationship between organism and world, allows us to take it as a space of identity construction of the subjects; common place of health and learning. Realizing the body that relates to the world as the same body who learns, we must understand that with the new hospital routine, these subject seriously ill, as their families, and the necessity to redraw the relationships that weave with the social environment; and also with the school. This, needs to be re-signified in the ways that is been thought and experienced. And in order to let emerge such reinterpretation from the experiences of the subjects, the epistemological basis afforded by Phenomenology extrapolates the reflections in the direction of the analysis. However, working with children and adolescents narratives is an exciting challenge, and despite being common to find studies on cognition and diction in childhood, few is the content of their speech, about their signs and meanings, elements of the concern of this research. Through discourse analysis method applied to Oral Narratives of Life History, we believe contribute to the reflections and practices in the care of these children and adolescents who continue to study times of sick body; place of relationships and concerns in health and education; space of care and learning.
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    Percurso Escolar de Pessoas com Distrofia Muscular de Duchenne: Contingências Sociais e Constituição dos Sujeitos
    (Universidade Federal de São Paulo (UNIFESP), 2016-09-20) Rozante, Gessica Torres [UNIFESP]; Carvalho, Maria de Fatima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research is inserted in the field of studies about inclusion of people with disabilities in the scholar education. Its objective is to comprehend the schooling path of people with Duchenne Muscular Dystrophy (DMD) through the investigation of the roles of the subjective, historic, social and educational-political aspects, as well as those related to their organic conditions, which are contingencies in such paths. This research evinces in the diversity that can feature those paths, how it is the intertwining of social and personal histories of the subjects in their relation with the school. It has as theoretical-methodological framework the cultural-historical psychology, highlighting the contributions of Vygotsky and the studies about language in a dialogic and enunciative perspective, based on studies of the Bakhtin Circle (BAKHTIN/VOLOCHINOV), in a way that the look is directed to the social constitution of the educational paths and subjects. It has as references other theorists as Ecléa Bosi, in order to expand the discussion about the social constitution of the memory; Norberto Bobbio, in order to enable the reflection on the relation between the rights and their practical realization; Erwing Goffman from the sociology field, whose work allows to base arguments about the stigmatization process. The empiric work consists on the bibliographic review about the topic, in particular the Neuropsychology researches about intellectual disability and DMD; on the contextualization of the Inclusive Education policies; finally, on the realization of open interviews with people with DMD and their relatives. The analysis has two areas of thought: conditions of possibilities for access and staying in the school, and the constitution of the subjects in relation with the school, from which we increase the discussion about the impacts of the meaning of the diagnosis by the mothers, as well as the conditions of volitional possibilities of learning and confrontation of stigma. The investigation undertaken points the difficulties of access and staying faced by the subjects with DMD in their paths, despite the political-pedagogical context of School Inclusion. It highlights the role of the mothers efforts on seeking guarantees of conditions of educational possibilities for their children and, in conclusion, it clarifies how these schooling paths are constitutives of the subjectives of the research