O trabalho docente com adolescentes privados de liberdade: sentidos de professores
| Ano de defesa: | 2019 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): |
Sant'Ana, Izabella Mendes
 |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus Sorocaba |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGEd-So
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/12023 |
Resumo: | This research aimed to investigate the meanings attributed by teachers of a CASA Foundation Unit, the challenges and the difficulties presented in the teaching work in this context. The specific objectives of this work were: a) the reasons for entering and staying in this context; b) know the challenges pointed out by teachers in their educational practices; c) identify teachers' meanings and expectations regarding pedagogical work with adolescents deprived of liberty and resocialization; d) teachers' senses about initial and / or continuing education; e) teachers' knowledge about guiding documents, resolutions and regulations for the Unit. Five teachers from the institution participated in this study and the methodological strategies used were document analysis, participant observation with field diary records and semi-structured interviews. The results obtained indicated that: a) there was a lack of knowledge of teachers about the context and dynamics of Foundation Casa when they started teaching at the unit and that the need to get more hours of pedagogical work is an aspect related to the permanence in b) the challenges and difficulties pointed out by the teachers included the lack of specific pedagogical material, the school gap, student turnover and medicalization, the safety routine and the conflicting relationship with the foundation's agents; c) some teachers signaled the importance of the educational process in the resocialization of adolescents and pointed to the lack or ineffectiveness of public policies aimed at graduates of the system as a complicating process of resocialization; d) initial training does not provide information about the work in this specific context and continuing education was seen as lacking or nonexistent for acting in the context; e) the teachers were aware of the rules and guidelines about the work at the foundation, but did not have more detailed knowledge about it. It is discussed the importance of the teacher to know the reality of hospitalized adolescents and act in the sense that their practices can contribute to their resocialization, also seeking to strengthen themselves as educators in this context. |