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| Author(s): |
Juliana Silva Lopes
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Instituto de Psicologia (IP/SBD) |
| Defense date: | 2006-09-14 |
| Examining board members: |
Maria Helena Souza Patto;
Marilia Pontes Esposito;
Sueli Terezinha Ferreira Martins
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| Advisor: | Maria Helena Souza Patto |
| Field of knowledge: | Humanities - Psychology |
| Indexed in: |
Banco de Dados Bibliográficos da USP-DEDALUS;
Biblioteca Digital de Teses e Dissertações - USP;
Index Psi Teses - IP/USP |
| Institution as subject: | Fundação Estadual do Bem-Estar do Menor (FEBEM) |
| Location: | Universidade de São Paulo. Biblioteca do Instituto de Psicologia; HV9068; L864e |
| Abstract | |
After the promulgation of the Child and Adolescents Statute (CAS), in 1990, children and adolescents become comprehended as subjects of rights, once their full protection is foresighted. Therefore, CAS questioned the traditional ways in which this population had been assisted and, as a consequence, the urgency to review the public policies and their established assisting models. FEBEM, institution which has the responsibility to take care of the underage youngsters in law conflicts, in order to adequate itself to CAS, started to emphasize the educative nature of its Internship Units. Aiming to reinforce this nature, in January, 2003, São Paulos FEBEM got bonded to the State Education Office, defining the interns schooling process as its basic activity. At this point, this research is intended to understand the public school operation in FEBEM and the meaning it acquires within an internment institution. To investigate how the schooling process is at the present day, it has been done some participative observations during classes and interviews with two public school teachers, who have been working within the Internship Complex witch had been researched. The information obtained has been handled by a contextual analysis from the interviews, as defined by Ecléa Bosi. This analysis allows concluding that the school presence in the institution is ambiguous. It is both co-opted by the internship disciplinary logic and a disturbing reminder of all interns humanity as well. (AU) | |