Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Spadaccini, Patricia Carnicelli
 |
| Orientador(a): |
Sousa, Clarilza Prado de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23468
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Resumo: |
The study aimed to understand the future prospects of young people in fulfilling a social and educational measure of detention from the social representations of Senac teachers who conduct vocational courses within the units of the Casa Foundation (FC). This research describes the profile of this young person, as well as the partner institutions involved and particularities in the work developed in these centers, aiming at the re-socialization of these young people. The theoretical reference was Moscovici's (1961) studies on the theory of Social Representations (RS) and the methodology used had a quantitative and qualitative approach. The data collection was carried out by means of a questionnaire consisting of open and closed questions. Thirty teachers participated in the survey. The participants answered about the description of the young man of the CF, how they believe this young man relates with the teachers and with his future, as well as they reported how they relate with these students. The teachers' responses were processed by the IRaMuTeQ software and an analysis of the meanings and directions identified was then performed. The analysis of the meanings present in the constituted categories made it possible to understand that there is a negative, or at the very least restrictive view of the future of these young people by the teachers. This data allowed the proposition of an emancipatory formative trajectory aimed at making teachers aware of their representations and understanding how the representations of the young people themselves about the future could be modified from a formation process that would build with the young people a possibility of hope in their own future |
