Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Pesce, Maria da Conceição Rocha |
| 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
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
|
| 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/16108
|
Resumo: |
The present work started from questionings concerning the lack of material investment and psychosocial attention for the development of children and young people that live in the most peripheral regions of São Paulo City and are designated by the society as risk population. As a result from this lack, we are faced with children and young people who have attended school and are living or working on the streets of the metropolis, in search for better living conditions. Understanding the school as a center of transformation, it was verified that the question of risk or social problems experienced by students has been poorly received in school literature, because mostly, the school heads for the learning problems issue. Considering that the teacher student relationship and communication are fundamental for the education process, this research investigated what view do teachers of the final years of an elementary school have about the future of their students considered in risk situation. The final years of elementary school were chosen for their specific departure of childhood and entrance in youth. The Master s thesis was developed within the psychosocial perspective, guided by the Theory of Social Representation, assuming that social representations are culturally and historically constructed, and that they influence the way we see and deal with everyday. The methodology included interviews with teachers, which were recorded, transcribed and processed by the program ALCESTE. The results indicated the inappropriate behavior of the students, a dysfunctional family and social context of poverty as elements of the social representation risk situation. The teacher aims at risk situation from the naturalized vision of family. As reality shows other models, he feels limited. Through this research, it is expected that the identified elements enable a shift from the deterministic view of school as a place of reproduction of inequalities, for the school as a place for social transformation |
