Navegando por Palavras-chave "preconceito"

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    Imigração e violência escolar: o processo de inclusão escolar dos alunos identificados como bolivianos nas escolas públicas de São Paulo
    (Universidade Federal de São Paulo, 2021-12-17) Fuchs, Francis Armando dos Santos [UNIFESP]; Dias, Marian Ávila de Lima [UNIFESP]; http://lattes.cnpq.br/9676199805492735; http://lattes.cnpq.br/2771016811008826
    O objetivo deste trabalho é analisar a trajetória e o desempenho escolar bem como a eventual ocorrência de violência escolar contra os alunos identificados como bolivianos em escolas públicas, especialmente aquelas manifestações de violência expressas sob a forma de bullying e de discriminação decorrente do preconceito. A partir dos conceitos da Teoria Crítica da Sociedade, partimos da hipótese de que as péssimas condições de trabalho oferecidas à população imigrante e seus descendentes afetam negativamente a trajetória e a permanência escolar dos alunos identificados como bolivianos; e da hipótese de que o desempenho nas hierarquias escolares (oficial e não oficial) – ademais, as possíveis incidências de elementos associados às condições socioeconômicas dos alunos identificados como bolivianos, dadas as condições de competição e exclusão existentes em nossa sociedade – os colocariam em uma situação propícia a serem potenciais vítimas da violência escolar entre pares. Buscamos, assim, verificar e comprar o grau de inclusão das escolas e projetos participantes da pesquisa; apontar qual posição os alunos identificados como bolivianos ocupam na hierarquia escolar; verificar se há ocorrência de bullying e de discriminação decorrente do preconceito contra alunos identificados como bolivianos em comparação com os demais alunos; e investigar a trajetória escolar dos alunos identificados como bolivianos verificando o desempenho acadêmico, a permanência, a participação e a evasão no processo escolar, bem como o prosseguimento dos estudos e sua relação com o trabalho. A pesquisa foi desenvolvida em cinco instituições de ensino: três escolas públicas e dois projetos de organizações filantrópicas, estes acolhem os alunos daquelas escolas no contraturno. Participaram 103 alunos matriculados no Ensino Médio (estudantes identificados como bolivianos, bem como estudantes brasileiros que têm colegas identificados como bolivianos em suas turmas), cinco coordenadores/as pedagógicos/as (duas mulheres e dois homens) e cinco representantes da coordenação.
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    O preconceito entre os adolescentes em escolas do municã-pio de guapiaã§u/SP
    (Universidade Federal de São Paulo (UNIFESP), 2013-11-27) Tadini, Aline Cassia [UNIFESP]; Bretas, Jose Roberto da Silva Bretas [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This descriptive research with quantitative orientation aimed at characterizing the teenager population of Guapiaçu (SP), identifying the presence of prejudice in the school environment, identifying the types of prejudice among teenagers, identifying the prejudicial and discriminatory behavior and attitudes among teenagers and knowing the differences in prejudice expressed for boys and girls. The study field was Guapiaçu, in the state of São Paulo. For data collection, we used a semi-structured questionnaire containing ten questions, among them structured questions addressing social data (quantitative variables: age, attendance number in the classroom; ordinal qualitative variable: grade; nominal qualitative variables: gender, name of the school); stories about fictitious teenagers containing variables corresponding to the studied topic (nominal qualitative variables: prejudice against gender, social class, skin color, religion, sexual orientation and physical appearance) and unstructured questions about the types of prejudice experiences suffered in the school environment and the emerging feelings from that experience of prejudice. There were 1315 teenagers in the survey. The data showed that the percentage of female teenagers who suffered prejudice in school was statistically equal to male ones, at an average age of 13.6 years old; this information shows that teenagers are vulnerable to suffer prejudice in the school environment. It was observed that both boys and girls identified themselves with the "fictitious stories experienced by teenagers" involving, in descending order, prejudice against gender, sexual orientation, social class and physical appearance. Among the most frequent prejudices in the narratives of these teenagers there were: prejudice against physical appearance, skin color, sexual orientation, gender and social class. It is possible to conclude that sexism, homophobia and bullying are present in these teenagers’ lives, which could lead to violence, thus favoring the vulnerability of the teenagers. These situations permeated by prejudice, cause the teenagers to suffer both mentally (psychological), physically and socially. They expressed their feelings when facing a prejudicial situation: offense, sadness, anger, prejudice as a natural fact, feeling of being alone, thinking of dropping out of school, loss of interest in school, willingness to fight and take revenge (killing, beating, swearing, setting the school on fire, humiliate and hurt the others) and prejudicial reaction (calling people names, among others); these characterize acts of violence in the school environment (aggression and bullying). It is evident that the teenager is gregarious to what cultures, experiences, and socialization among others are concerned;, they are a reflection of the education they receive at home, in society, which happens to be perpetuated within the school, therefore the necessity for the school to be an open environment for discussions and debates against discrimination, prejudice and bullying.
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    Representações sociais do estigma e do preconceito na constituição da identidade social dos adolescentes com epilepsia de difícil controle medicamentoso
    (Universidade Federal de São Paulo (UNIFESP), 2016-11-21) Muszkat, Regina Silvia Alves [UNIFESP]; Rizzutti, Sueli [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This exploratory qualitative study aimed to identify the formation, according to adolescents with epilepsy and their families, of the social representations about the prejudice and stigma in the composition of the social identity of these adolescents and their possible interference in the execution of daily activities and social participation. The observations are thorough: analysis of medical records; a structured questionnaire; home visits and semi-structured interviews with the patient and family. The Bardin Content Analysis is used as an evaluation tool and results are organized as six categories to allow for deepening and correlation of data. The results are: the details of which would be the main social representations inherent prejudice and stigma related epilepsies in the universe of the studied adolescents; the impact of representations on the personal and social identity of these in their family dynamics, in situations of loss of otherness; and finally, we try to understand how and to what extent the social representations, competing with their own seizures, are responsible for the challenges and/or impediments with regard to skill, ability and motivation, when facing the implementation of tasks and social participation of these young people.