Integrated program of education and training (PIEF): a school measure of inclusion ou exclusion?

• Autor(a) principal: Amaral, Darliane Silva do
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• DOI: 10.34632/investigacaoeducacional.2018.3444
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2018.3444

The present study focuses on an analysis of the conditions of action of the Integrated Education and Training Program (PIEF). The program act in the social inclusion of adolescents considered to be unsuccessful at school (retention/abandonment), deviant behavior, young institutionalized and originating of dysfunctional families (physical violence, alcoholism, separated parents, etc.). One of the main objectives of the PIEF measure is to ensure compliance with compulsory schooling. The reflections presented are the results of the case study carried out in the PIEF group/class, in the secondary school with 3rd cycle D. Dinis, in which it was sought to understand the implementation and performance of the PIEF, as well as to follow and know the practice of the various actors that intervene in the program. For this, we chose the qualitative methodology with participant observation, records in field diary and interview application. It was found that these young are no longer accepted by the school, being that this does not seem to present training mechanisms to promote critical awareness that improves development experiences.