A criança migrante no contexto escolar: uma análise centrada na afetividade
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/17380 |
Resumo: | The detachment from the social reality is a characteristic that can still be observed at the contemporary school, which one believes to contribute to the end of the social inequality by offering education opportunity for all children, but that does not end up with the fulfillment of its inclusion role, since it adopts a homogenizing position, disregarding the differences brought by its students. In the light of social-history psychology, this work aims to highlight the role of the school in the process of exclusion/inclusion regarding migrant students. To do so, we sought to know the experience of that child in the school context, analyzing the relationship of this child with other subjects, their educational achievements, as well as their senses and affections related to school, teacher, colleagues and the migration process, focusing on forms of prejudice and discrimination. To meet these goals, data collection was performed in a public school in the city of São Paulo, where 26 observations were conducted in a 4th graders classroom, in addition to individual meetings with 9 selected children. More information was obtained through conversations with the class teacher and a substitute teacher. The subjects of research are 7 students identified as migrants. The teachers and other students were included in the research analisys as they were related to these children and involved in the situation investigated. In the analysis of this material 4 themes were identified, which synthesize the senses and affections of women teachers, the situations of prejudice, the process of teaching and learning, and the regional identity of the children identified as migrants. The analysis approach is based on affectivity as it reveals more clearly how the individual is affected by social circumstances. These reflections el1aBleus to understand that children considered migrants are included in a perverse manner in school as they do not find space to express themselves and develop their identities, experiencing relationships based on prejudice and discrimination that cause an ethical-political suffering and limit their ability to evolve their autonomy in the process of teaching and learning. These children are blamed for the difficulties that they experience at school, being prevented from developing their potential. The analysis of the observed situation also concluded that the school has not regarded the regional difference as a factor of an inclusive education |
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Sawaia, Bader Burihanhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4131048Z1Zozzoli, Cécile Diniz2016-04-29T13:32:29Z2015-06-262009-10-20Zozzoli, Cécile Diniz. A criança migrante no contexto escolar: uma análise centrada na afetividade. 2009. 143 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/17380The detachment from the social reality is a characteristic that can still be observed at the contemporary school, which one believes to contribute to the end of the social inequality by offering education opportunity for all children, but that does not end up with the fulfillment of its inclusion role, since it adopts a homogenizing position, disregarding the differences brought by its students. In the light of social-history psychology, this work aims to highlight the role of the school in the process of exclusion/inclusion regarding migrant students. To do so, we sought to know the experience of that child in the school context, analyzing the relationship of this child with other subjects, their educational achievements, as well as their senses and affections related to school, teacher, colleagues and the migration process, focusing on forms of prejudice and discrimination. To meet these goals, data collection was performed in a public school in the city of São Paulo, where 26 observations were conducted in a 4th graders classroom, in addition to individual meetings with 9 selected children. More information was obtained through conversations with the class teacher and a substitute teacher. The subjects of research are 7 students identified as migrants. The teachers and other students were included in the research analisys as they were related to these children and involved in the situation investigated. In the analysis of this material 4 themes were identified, which synthesize the senses and affections of women teachers, the situations of prejudice, the process of teaching and learning, and the regional identity of the children identified as migrants. The analysis approach is based on affectivity as it reveals more clearly how the individual is affected by social circumstances. These reflections el1aBleus to understand that children considered migrants are included in a perverse manner in school as they do not find space to express themselves and develop their identities, experiencing relationships based on prejudice and discrimination that cause an ethical-political suffering and limit their ability to evolve their autonomy in the process of teaching and learning. These children are blamed for the difficulties that they experience at school, being prevented from developing their potential. The analysis of the observed situation also concluded that the school has not regarded the regional difference as a factor of an inclusive educationO distanciamento da realidade social é uma caraterística que pode ser ainda observada na escola contemporânea, que acredita estar contribuindo para o fim da desigualdade social, por oferecer oportunidade de estudo para todas as crianças, mas acaba não cumprindo o seu papel de inclusão, já que adota uma postura homogeneizante, desconsiderando as diferenças trazidas por seus alunos. À luz da Psicologia Sócio-Histórica, este trabalho tem por objetivo evidenciar o papel da escola no processo de exclusão/inclusão no caso do aluno migrante. Para tanto, buscou-se conhecer a vivência dessa criança no contexto escolar, analisando as relações dessa criança com os outros sujeitos, seu aproveitamento escolar, bem como seus sentidos e afetos relacionados à escola, ao professor, aos colegas e ao processo de migração, dando destaque às formas de preconceito e de discriminação. Para atender a esses objetivos, a coleta de dados foi realizada numa escola pública da cidade de São Paulo, onde foram realizadas 26 observações numa sala de 43série, além de encontros individuais com 9 crianças selecionadas. Também foram obtidas informações por meio de conversas com a professora titular da turma e com uma professora substituta. Os sujeitos da pesquisa constituem-se em 7 alunos identificados como migrantes. As professoras e os outros alunos foram incluídos na discussão por estarem envolvidos na situação pesquisada e relacionados a essas crianças. Na análise desse material, identificam-se 4 núcleos de sentido, que sintetizam os sentidos e afetos das mulheres professoras, as situações de preconceito, o processo de ensino e aprendizagem e a identidade regional das crianças identificadas como migrantes. Nessa análise é dado enfoque, à afetividade, pois é ela que revela com mais clareza como o indivíduo é afetado pelas condições sociais. As reflexões permitem compreender que as crianças consideradas migrantes são incluídas de forma perversa na escola, já que não encontram espaço para se expressarem e desenvolverem suas identidades, além de vivenciarem relações de preconceito e de discriminação que provocam um sofrimento ético-político e limitam sua possibilidade de autonomia no processo de ensino e aprendizagem. Essas crianças são responsabilizadas pela dificuldade escolar, sendo impedidas de desenvolver suas potencialidades. A análise da situação estudada permite ainda concluir que a escola não tem considerado a diferença regional como um fator que diz respeito à educação inclusivaConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/36368/Cecile%20Diniz%20Zozzoli.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Serviço SocialPUC-SPBRPsicologiaCriança migranteProcesso de ensino e aprendizagemAfetividadeAfeto (Psicologia)AprendizagemMigrantes -- Aspectos psicologicosPsicologia infantilSubjetividadeMigrant childrenProcess of teaching and learningAffectivityCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIALA criança migrante no contexto escolar: uma análise centrada na afetividadeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTCecile Diniz Zozzoli.pdf.txtCecile Diniz Zozzoli.pdf.txtExtracted texttext/plain353885https://repositorio.pucsp.br/xmlui/bitstream/handle/17380/3/Cecile%20Diniz%20Zozzoli.pdf.txta3d02a64e6ba5e0508068e2597d32c51MD53ORIGINALCecile Diniz Zozzoli.pdfapplication/pdf2949607https://repositorio.pucsp.br/xmlui/bitstream/handle/17380/1/Cecile%20Diniz%20Zozzoli.pdf8cad2951059a15b0c949287a3a5e3e1cMD51THUMBNAILCecile Diniz Zozzoli.pdf.jpgCecile Diniz Zozzoli.pdf.jpgGenerated Thumbnailimage/jpeg2842https://repositorio.pucsp.br/xmlui/bitstream/handle/17380/2/Cecile%20Diniz%20Zozzoli.pdf.jpge12edf487b12ee990f5f6b9b56fbb562MD52handle/173802022-04-28 01:18:06.754oai:repositorio.pucsp.br:handle/17380Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T04:18:06Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A criança migrante no contexto escolar: uma análise centrada na afetividade |
title |
A criança migrante no contexto escolar: uma análise centrada na afetividade |
spellingShingle |
A criança migrante no contexto escolar: uma análise centrada na afetividade Zozzoli, Cécile Diniz Criança migrante Processo de ensino e aprendizagem Afetividade Afeto (Psicologia) Aprendizagem Migrantes -- Aspectos psicologicos Psicologia infantil Subjetividade Migrant children Process of teaching and learning Affectivity CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
title_short |
A criança migrante no contexto escolar: uma análise centrada na afetividade |
title_full |
A criança migrante no contexto escolar: uma análise centrada na afetividade |
title_fullStr |
A criança migrante no contexto escolar: uma análise centrada na afetividade |
title_full_unstemmed |
A criança migrante no contexto escolar: uma análise centrada na afetividade |
title_sort |
A criança migrante no contexto escolar: uma análise centrada na afetividade |
author |
Zozzoli, Cécile Diniz |
author_facet |
Zozzoli, Cécile Diniz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sawaia, Bader Burihan |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4131048Z1 |
dc.contributor.author.fl_str_mv |
Zozzoli, Cécile Diniz |
contributor_str_mv |
Sawaia, Bader Burihan |
dc.subject.por.fl_str_mv |
Criança migrante Processo de ensino e aprendizagem Afetividade Afeto (Psicologia) Aprendizagem Migrantes -- Aspectos psicologicos Psicologia infantil Subjetividade |
topic |
Criança migrante Processo de ensino e aprendizagem Afetividade Afeto (Psicologia) Aprendizagem Migrantes -- Aspectos psicologicos Psicologia infantil Subjetividade Migrant children Process of teaching and learning Affectivity CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
dc.subject.eng.fl_str_mv |
Migrant children Process of teaching and learning Affectivity |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
description |
The detachment from the social reality is a characteristic that can still be observed at the contemporary school, which one believes to contribute to the end of the social inequality by offering education opportunity for all children, but that does not end up with the fulfillment of its inclusion role, since it adopts a homogenizing position, disregarding the differences brought by its students. In the light of social-history psychology, this work aims to highlight the role of the school in the process of exclusion/inclusion regarding migrant students. To do so, we sought to know the experience of that child in the school context, analyzing the relationship of this child with other subjects, their educational achievements, as well as their senses and affections related to school, teacher, colleagues and the migration process, focusing on forms of prejudice and discrimination. To meet these goals, data collection was performed in a public school in the city of São Paulo, where 26 observations were conducted in a 4th graders classroom, in addition to individual meetings with 9 selected children. More information was obtained through conversations with the class teacher and a substitute teacher. The subjects of research are 7 students identified as migrants. The teachers and other students were included in the research analisys as they were related to these children and involved in the situation investigated. In the analysis of this material 4 themes were identified, which synthesize the senses and affections of women teachers, the situations of prejudice, the process of teaching and learning, and the regional identity of the children identified as migrants. The analysis approach is based on affectivity as it reveals more clearly how the individual is affected by social circumstances. These reflections el1aBleus to understand that children considered migrants are included in a perverse manner in school as they do not find space to express themselves and develop their identities, experiencing relationships based on prejudice and discrimination that cause an ethical-political suffering and limit their ability to evolve their autonomy in the process of teaching and learning. These children are blamed for the difficulties that they experience at school, being prevented from developing their potential. The analysis of the observed situation also concluded that the school has not regarded the regional difference as a factor of an inclusive education |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-10-20 |
dc.date.available.fl_str_mv |
2015-06-26 |
dc.date.accessioned.fl_str_mv |
2016-04-29T13:32:29Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Zozzoli, Cécile Diniz. A criança migrante no contexto escolar: uma análise centrada na afetividade. 2009. 143 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/17380 |
identifier_str_mv |
Zozzoli, Cécile Diniz. A criança migrante no contexto escolar: uma análise centrada na afetividade. 2009. 143 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Serviço Social |
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Psicologia |
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