Relação famílias, escola e conselho tutelar: sentidos construídos pelas crianças, adolescentes e familiares de uma escola pública de Belo Horizonte

• Ano de defesa: 2019
• Autor(a) principal: Islaine Natalia Demetrio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Escola; Família; Conselho tutelar; Criança e adolescente; Lar e escola; Comunidade e escola; Serviço social com a família
• Link de acesso: http://hdl.handle.net/1843/32189

This work aims at understanding the meanings that the families, children and adolescents of a Primary School in the municipal network of Belo Horizonte attribute to the school institutions and the Tutelary Council, considering the relations established between them and the interference of these relations in the processes school education. We take as an element of this interpretation the discourses constructed by the subjects. Initially, we describe the justification of our research and the relation with the object. Some authors, such as Alves and Alves (2013), Carvalho and Ristum (2013), Konzen (2010), Nogueira (2005; 2006) and Ferreira (2004) as theoretical supports to get closer to the theme in order to discuss the relationship between the family and the school and their relationship with the Tutelary Council and its implications for the subjects served. In a qualitative approach, comprehensive interviews were carried out with family members of children and adolescents assisted by the Guardianship Council and interventions through workshops, which provided spaces for listening and dialogue between children and adolescents sent to the Guardianship Council by the school or by their families. The reports of the workshops as well as the testimonies were systematized to constitute object of analysis and theoretical reflection and, at the same time, will be presented as didactic-pedagogical material to approach this theme. Our field trips and classroom practice have indicated the need to approximate familiar contexts to understand the place these actors occupy in the family-school-TC triad. Our perception, now more evident in on-the-ground experience, is that families often resist entering the school and, even more so, triggering the TC because they feel that these institutions want to control or regulate their ways of life. Our approaches have shown that referrals made to the TC both by the school and those from the family interfere in the daily relations between these two instances of socialization and in the school educational processes. We think it is fundamental, therefore, to denaturalize the social representations about the TC, the idea of punishment as a solution perspective and to entangle the family and the school community in the search for effective actions that prevail the right to the schooling of children and adolescents.