Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Dias, Elisabete de Paula
 |
| Orientador(a): |
Viana, Iêda |
| Banca de defesa: |
Velozo, Emerson Luís,
Fontana, Maria Iolanda |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
|
| Programa de Pós-Graduação: |
Mestrado em Educação
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Resumo em Inglês: |
The present study has the object the mechanisms of school exclusion for students in privation of freedom from State Center for Basic Education for Youth and Adults - CENSE Odair Pasqualini, from the understanding of the school as the complex social structure component, which is involved in a network of processes which include and exclude people in the dynamics of their relationship, for example, the issue of race, religion, gender, philosophy, socioeconomic and cultural level. These discriminatory mechanisms contribute to the avoidance and selectivity, as well as intrinsic factors to the school. These social problems directly influence the daily school and make children and teenagers during the school year carried out in line, out of the official curriculum, out of the evaluation system, out of school culture, out the educational ideal and finally direct to the school leaving. As a general purpose it was intended to analyze the school trajectory of the student who is is privation of freedom, the factors that led to their exclusion from school, the mechanisms of social exclusion that were present in this process and how they were included in crime. And as specific objectives: to carry out the record of the history of creation, implementation and regularization of CEEBJA Odair Pasqualini, in the context of adults and Youth Education mode, to identify the profile of the research subject, the persons deprived of freedom, internals of this criminal unit; to detect external and internal factors to school which were determinant to the school avoidance in school life trajectory of the researched subjects. The school exclusion was analyzed with a look into the school, the relationships established, the contracts signed subjectively legitimized the culture through the official curriculum. As a theoretical framework we used the conceptual tools of Foucault, school perspective as a disciplinary institution whose main objective to shape, to make kind and useful students for a society of control; as well as the world of reading given by Freire about cultural invasion in the school; the concept of exclusionary inclusion approached by Cury; and the interpretations made by Dubet about equality. With the help of these authors we tried to understand some of the mechanisms that contribute to school dropouts. As methodological approach it was applied a questionnaire with open and closed questions and requested the drafting of a text by the selected for the research subjects. The analysis demonstrated data that the mechanisms of social exclusion directly interfere with the school leaving and the school as a disciplinary institution in Foucault's view (2013) leaves in children and adolescents deep marks in their memories by the subjectivation / objectification process that passed in this environment . |
| Link de acesso: |
http://tede.utp.br:8080/jspui/handle/tede/1586
|
Resumo: |
The present study has the object the mechanisms of school exclusion for students in privation of freedom from State Center for Basic Education for Youth and Adults - CENSE Odair Pasqualini, from the understanding of the school as the complex social structure component, which is involved in a network of processes which include and exclude people in the dynamics of their relationship, for example, the issue of race, religion, gender, philosophy, socioeconomic and cultural level. These discriminatory mechanisms contribute to the avoidance and selectivity, as well as intrinsic factors to the school. These social problems directly influence the daily school and make children and teenagers during the school year carried out in line, out of the official curriculum, out of the evaluation system, out of school culture, out the educational ideal and finally direct to the school leaving. As a general purpose it was intended to analyze the school trajectory of the student who is is privation of freedom, the factors that led to their exclusion from school, the mechanisms of social exclusion that were present in this process and how they were included in crime. And as specific objectives: to carry out the record of the history of creation, implementation and regularization of CEEBJA Odair Pasqualini, in the context of adults and Youth Education mode, to identify the profile of the research subject, the persons deprived of freedom, internals of this criminal unit; to detect external and internal factors to school which were determinant to the school avoidance in school life trajectory of the researched subjects. The school exclusion was analyzed with a look into the school, the relationships established, the contracts signed subjectively legitimized the culture through the official curriculum. As a theoretical framework we used the conceptual tools of Foucault, school perspective as a disciplinary institution whose main objective to shape, to make kind and useful students for a society of control; as well as the world of reading given by Freire about cultural invasion in the school; the concept of exclusionary inclusion approached by Cury; and the interpretations made by Dubet about equality. With the help of these authors we tried to understand some of the mechanisms that contribute to school dropouts. As methodological approach it was applied a questionnaire with open and closed questions and requested the drafting of a text by the selected for the research subjects. The analysis demonstrated data that the mechanisms of social exclusion directly interfere with the school leaving and the school as a disciplinary institution in Foucault's view (2013) leaves in children and adolescents deep marks in their memories by the subjectivation / objectification process that passed in this environment . |
