Navegando por Palavras-chave "social representations"

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    Criança em situação de fracasso escolar: diferentes relatos de um caso
    (Universidade Federal de São Paulo (UNIFESP), 2015-09-15) Santos, Jason Gomes Rodrigues [UNIFESP]; Gualtieri, Regina Candida Ellero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The school as we know today ? a recent phenomenon in the history of humanity and important for the universalization of education ? has guaranteed that increasingly more people could become literate and have access to the set of knowledge that is socially valued. However, since its origin, the school has had to deal with students that do not learn in the expected way and term, and has continuously sought solutions for this problem. In the Brazilian context, in spite of the formulation and implementation of educational policies aimed at dealing with school failure, learning problems persist, together with a strong tendency to deem the student and/or their family responsible for the poor performance. Based on the concepts of ?stigma? formulated by Goffman (2004; 2002; 1974), and ?social representations? by Moscovici (2007), the aim of this research is to analyze what is revealed by school failure when institutional assertions that regard the student as responsible for the failure are confronted with familial assertions that, in a way, point out the child?s potential that is not appraised in the school. The objective was to develop some propositions for a better understanding of the failure issue. For the development of this research, an analysis was conducted on the discourse of educators of a sate school in the city of São Paulo concerning the learning process of one student, who was pointed out by the administrators as what they consider a representation of learning difficulties and inappropriate behavior. Further analysis was conducted on the discourse of the father and the child, a nine-year-old boy in the fourth grade. Data production included interviews, field observation ? in the school and at home. When the discourses were confronted, the observation was that, even though there is potential, abilities and competence for the failing child to overcome this situation, the strength of social representations and stigmas taken in the educational context override the child?s daily history. Not only does this condition suppress the child?s abilities, but it also leads the child to assume the negative character attributed to him.
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    Encaminhamentos escolares: ressonâncias e dissonâncias entre profissionais de educação e de saúde
    (Universidade Federal de São Paulo (UNIFESP), 2015-09-23) Goncalves, Maria Rozineti [UNIFESP]; Gualtieri, Regina Candida Ellero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this work, we analyze the social representations of education and health professionals that focus on emerging issues in the schooling process culminating in the school referral of students with demands of learning and or behavioral. Focusing on a critical analysis of social devices connected to school referrals, the objective of this study focuses on those referrals to understand and analyze the social representations - systems of values, ideas and beliefs - that regulate the logic and the maintenance of school referrals, related to school complaints, by education and health professionals. We are interested, particularly, to understand the practices and analyze the conceptions present in the route through which passes the student identified with learning difficulties and or behavioral problem. Became relevant the inter-institutional and intra-institutional relationship between the surveyed professionals and, through the analysis of this relational plot, studied in the narratives of participants the points of intersection seeking to focus the resonances and dissonances related to school referrals. Thus, we investigated the route of referrals of a Municipal School, located on the periphery of the east zone of the São Paulo city to the Center of Training and Monitoring to Inclusion (Cefai), service of the Municipal Department of Municipal Education whose main objectives is to develop training activities, guide teachers and coordinators and monitor pupils with special educational needs. Specifically, our focus was centered on the experts from Multidiscilinary Team of the Project Program Network includes, since they are responsible for screening students with school complaints, referred by schools. We focus the study on semi-structured interviews in school with two teachers in the early years of primary school, also interviewed the director, an educational coordinator and assistant director. At the Center, we interviewed the coordinator of the service and a support teacher that accompaniment to inclusion, also the psychologist, the speech therapist and the social worker, professionals who make up the Multidisciplinary Team. Another focus of analysis and discussion were the institutional documents that underlying the actions to be taken in cases of school referrals, besides the own referrals reports produced by the school in 2013. In support the research we conducted field observations, whose analyzes made up the elements of this study. The data produced were analyzed with the support of Moscovici studies on Social Representations and of the literature concerning the matter. The representations show that the referrals performed by the School is, in its origin, a call for help when it is confronted by the a student who flees the standard of learning. However, the representations reveal frustrated expectations, cases without return, because the services does not support, since they are seen as inconclusive situations, both by the interviewed in school as by the Multidisciplinary Team. The network of ideas that supports the referrals brings a multitude of representations that are anchored in the biological pathologization, in the culpability of the student and their families and in the social determinism, and where the social is often the key to organic. Also present, conceptions focused on the culpability of the teachers and of the schools, especially when the speaker are further away from the classroom. The multiplicity of representations shows that none of them fulfil the complexity involved in learning in school and opens opportunity for other representations, which began to consider the possibility of acting in network and add skills.
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    Opposite shores: a case study of environmental perception and social representations of public school teachers in Brazil
    (Routledge Journals, Taylor & Francis Ltd, 2018) Farias, Luciana A. [UNIFESP]; Silva, Jailson A. [UNIFESP]; Colagrande, Elaine A.; Arroio, Agnaldo
    This present study was aimed at analyzing the environmental perception of teachers from two Brazilian public schools located on opposite shores of a socio-environmentally vulnerable area by means of drawings as well as the data collected from questionnaires. The 2010 Brazilian Census reported that nearly 2.7 million people live in such conditions in the macrometropolis of Sao Paulo, including the municipalities of Sao Bernardo do Campo (SBC) and Diadema. Both schools included in this study are located in such cities as they are the most populated ones and surround a very important water reservoir called Billings dam. The SBC school is within a more environmentally preserved area, whereas the Diadema school is in a region with higher environmental impacts. In this sense, we formulated the following research question: " How will this influence the environmental perception of the teachers?" The activity was attended by 41 teachers from different academic backgrounds. These teachers have mostly shown a naturalistic view of the environment, followed by an anthropocentric view.
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    Representações dos trabalhadores não docentes no cotidiano escolar
    (Universidade Federal de São Paulo (UNIFESP), 2014-10-13) Silva, Diogo Lopes da [UNIFESP]; Lugli, Rosario Silvana Genta [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this research, our purpose mapping and understanding the representations of not teachers workers about the work they do and the relationships established with other staff and students in their daily school. We have as object and subject of this study workers who do not work directly in the educational field in school, among which we highlight: cooks, inspectors, students, school secretaries and / or assistants, and servants - also called caretakers, janitors, aides school services or general helpers. The study, which was conducted between May and December 2013, a municipal elementary school located in a suburb of Suzano - city located in the Alto Tietê region approximately 40 minutes from the capital - is guided on a methodology of ethnographic inspiration plus the instrumental qualitative the interview that assists in reading the social figurations of the school community (N. Elias) in the light of the theory of social representations of Serge Moscovici, and concepts Working Class and Relational Work, such as found in Ricardo Antunes and Tardif and Lessard respectively. It is considered for the analysis, the form of ingress, the selection process, the roles and functions, education required, remuneration and very dynamics of the work done in school as well as the provisions of the duties described in the tender notice and other official documents which also deal with the valuation of the education worker. We note that there is little research on the subject and that workers not teachers have different representations about the work they do, since not everyone can see the educational aspect of it and that this is due to the fact that most of their work times are naturalized as an extension of domestic and routine work. Working conditions are conditions quite limited by time, labor materials and by dynamics of relationships, which stay more restricted to componenetes the same segment of employees. The curriculum design as a set of activities performed in the school, highlighting the educational potential of experiences and habits developed in this environment, leads to the proposition of government policies for the continued training of those employees who become understood this dimension, as educators. Thus, the relative invisibility of their work (also perceived in this study) tends to disappear.
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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.