Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Pôrto, Francisca Solange de Carvalho
 |
| Orientador(a): |
Freire, Silvana Matias
|
| Banca de defesa: |
Freire , Silvana Matias,
Rocha, Maria Alice de Sousa Carvalho,
Mesquita , Deise Nanci de Castro |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
|
| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/13643
|
Resumo: |
This work aims to bring to the debate the theme of students who are children of incarcerated parents, demonstrating that this situation can interfere with both their school development and behaviour. Brazil ranks third in the world in terms of incarcerated population, and a significant portion of this population consists of parents of school-aged children. Some studies indicate that these students are practically considered a forgotten population by academia, given the scarce scientific production about them, and by government officials at the state, federal, and municipal levels. Laws benefiting these students are scarce, if not non-existent, which contributes to making them invisible. These students are also affected by social stigma and/or discrimination, which encourages them to remain anonymous and silent. To support our research, we sought theoretical support from authors such as Goffman (2004), Mantoan (2003), Minayo (2000, 2003, 2014), Ormeño, Maia, and Williams (2018), Santos (2006), Severino (2002), and Stella (2009), among others, as well as documents from state, municipal, and federal agencies, national laws such as the Federal Constitution, the Statute of the Child and Adolescent, the Law of Guidelines and Bases of Education, the Penal Execution Law, and international treaties such as the Salamanca Declaration (1994). In addition to the bibliographical research, we went into the field to gather data through discussions and questionnaires regarding the following questions: Does having one of the parents incarcerated hinder the development of the school progress of the student? Regarding social stigma, what can we, as education professionals, do? And regarding the invisibility of this public, especially by the government? After heated debates among educators and the researcher, it was possible to build our reflections and jointly develop suggestions and/or guidelines aimed at reducing the social stigma and bullying suffered by these students who are children of parents deprived of freedom, making them feel part of the school and social context, allowing them to break free from the silence that surrounds them. Therefore, the research conducted in the Professional Master of Arts Program in Basic Education Teaching at the Center for Teaching and Applied Research in Education, Federal University of Goiás, allowed us to develop our educational product entitled: "Children of Incarcerated Parents: Guidelines for Schools" which will be made available in textual material form, in the form of a booklet. |
