“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
Texto Completo: | http://repositorio.ufes.br/handle/10/1816 |
Resumo: | The aim of this study was to discuss how foster care and schooling impact the child’s subjectivity. Our research was grounded on the socio-historical theories of human development, particularly trough the contributions of Lev Vygotsky, Henri Wallon and Mikhail Bakhtin. The research was carried out at Casa-Lar Santa Cecília, a foster care facility for children in state custody, and in a public elementary school (3rd grade), both located in the city of Vila Velha. Two children, a boy (Noah) and girl (Sofia) both aged 10, were investigated and a case study research design was adopted to allow for a fuller understanding of their experience. Data collection consisted of participant observation together with semi-structured interviews with foster care and school workers involved. Family disruptions, followed by foster care intervention, almost inevitably leave the children indelibly scarred. In both cases, feelings of emptiness and extreme sadness were observed. We found the physical marks of abuse on Sofia’s body, the psychological ones in her silence and in the long, inerasable pain of her past life. Her expectations centered on adoption or any other life but the foster care. The gradual disintegration of Noah’s destitute family, the adoption of his brothers, his suffering and homesickness were expressed by crying and anger, rudeness and impatience with his classmates – these were his way of dealing with so many losses he had experienced. On the other hand, school was seen by the two children as a meaningful, hopeful place for becoming full-fledged students; the interaction with others brought them satisfaction and, to some extent, helped their development. We observed in these two students the voices and feelings of their mates, and the impact they had in the construction of subjectivity of Sofia and Noah; in other words, they demonstrated a heightened sense of belonging to a social peer group and of having a proper place in school life. |
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Oliveira, Ivone Martins deTavares, NelmaCôco, ValdetePadilha, Anna Maria Lunardi2016-03-30T14:35:18Z2016-06-24T06:00:05Z2014-05-302014-05-30The aim of this study was to discuss how foster care and schooling impact the child’s subjectivity. Our research was grounded on the socio-historical theories of human development, particularly trough the contributions of Lev Vygotsky, Henri Wallon and Mikhail Bakhtin. The research was carried out at Casa-Lar Santa Cecília, a foster care facility for children in state custody, and in a public elementary school (3rd grade), both located in the city of Vila Velha. Two children, a boy (Noah) and girl (Sofia) both aged 10, were investigated and a case study research design was adopted to allow for a fuller understanding of their experience. Data collection consisted of participant observation together with semi-structured interviews with foster care and school workers involved. Family disruptions, followed by foster care intervention, almost inevitably leave the children indelibly scarred. In both cases, feelings of emptiness and extreme sadness were observed. We found the physical marks of abuse on Sofia’s body, the psychological ones in her silence and in the long, inerasable pain of her past life. Her expectations centered on adoption or any other life but the foster care. The gradual disintegration of Noah’s destitute family, the adoption of his brothers, his suffering and homesickness were expressed by crying and anger, rudeness and impatience with his classmates – these were his way of dealing with so many losses he had experienced. On the other hand, school was seen by the two children as a meaningful, hopeful place for becoming full-fledged students; the interaction with others brought them satisfaction and, to some extent, helped their development. We observed in these two students the voices and feelings of their mates, and the impact they had in the construction of subjectivity of Sofia and Noah; in other words, they demonstrated a heightened sense of belonging to a social peer group and of having a proper place in school life.O objetivo desta pesquisa foi discutir as interferências do acolhimento institucional e da educação escolar na constituição da subjetividade da criança que, por algum motivo, foi afastada da família e/ou responsável e se encontra sob tutela do Estado, aos cuidados de uma casa-lar, no município de Vila Velha. Para a leitura subjetiva das crianças que compuseram o cenário deste trabalho, a pesquisa ancorou-se na Perspectiva Histórico-Cultural do Desenvolvimento Humano, tendo como autores de base Lev Vigotski, Henri Wallon e Mikhail Bakhtin. A investigação ocorreu em dois espaços distintos: na “Casa-Lar Santa Cecília”, instituição que desenvolvia um programa de acolhimento institucional às crianças sob tutela pública; e numa escola de Ensino Fundamental, com crianças que estavam matriculadas no 3º ano. A metodologia utilizada nessa investigação foi o estudo de caso; trata-se, portanto, do estudo de caso de duas crianças sob tutela pública. Os procedimentos utilizados para o recolhimento do material empírico foram a observação participante e as entrevistas semiestruturadas com os profissionais do abrigo e da escola. O estudo teve enfoque em duas crianças – uma menina e um menino, ambos com dez anos de idade. O processo de destituição familiar e o acolhimento institucional sempre deixam marcas. Encontramos as marcas nas cicatrizes deixadas no corpo de Sofia em consequência dos maus-tratos; no seu silêncio, a dor por uma realidade vivida que não se desvanece. Nesse contexto, suas expectativas giravam em torno da adoção, de outro caminho, mas diferente do abrigamento. Deparamo-nos com a dor e a saudade, expressas por meio do choro, que Noah sentia de uma família que, ao longo do tempo, se foi desmembrando e se distanciando em decorrência da destituição familiar e da adoção dos irmãos; as dificuldades para elaborar esses acontecimentos e o sofrimento vivenciado diante do imenso vazio que se delineia com tantas perdas foram identificados nas manifestações de raiva, na intensificação da rispidez e da intolerância em relação, sobretudo, aos colegas de sala de aula. Por outro lado, a escola apresentou-se como um espaço significativo para essas duas crianças, que tinham, nessa instituição, a possibilidade de se constituir como alunos, da mesma forma que as outras crianças, e de vivenciar experiências no encontro com os outros que lhes traziam satisfação e, de certa forma, potencializavam o seu desenvolvimento. Encontramos indícios de ecos dos sentimentos dos outros na vida dessas crianças, bem como do impacto desses sentimentos na constituição subjetiva de cada uma delas; em outras palavras, o sentimento de pertencer a um grupo e de ter um lugar na vida de alguns membros da comunidade escolar, sobretudo, das outras crianças.Texthttp://repositorio.ufes.br/handle/10/1816porUniversidade Federal do Espírito SantoMestrado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de EducaçãoChildren - Assistance in institutionsSchoolsSocial institutionsDevelopmental psychologySubjectivityCrianças – Assistência em instituiçõesEscolasInstituições sociaisPsicologia do desenvolvimentoSubjetividadeEducação37“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estadoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALDissertacao Nelma Tavares.pdfDissertacao Nelma Tavares.pdfapplication/pdf880919http://repositorio.ufes.br/bitstreams/d64cc882-490a-4bab-9d9b-02d2b0380eb3/download99b259838617a291ee3ff1409a41867cMD51CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://repositorio.ufes.br/bitstreams/66000c9f-5276-463d-9aa2-c27f5d2f46c2/download4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-822064http://repositorio.ufes.br/bitstreams/4a23a22c-7cf1-4e50-ae40-275017efd31e/downloadef48816a10f2d45f2e2fee2f478e2fafMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-823148http://repositorio.ufes.br/bitstreams/1c3c80a3-fd65-4769-911e-82641ef3e62e/download9da0b6dfac957114c6a7714714b86306MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.ufes.br/bitstreams/4775453d-c911-4a5d-95d5-fba7378188be/download8a4605be74aa9ea9d79846c1fba20a33MD5510/18162024-06-28 08:45:19.948oai:repositorio.ufes.br:10/1816http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-06-28T08:45:19Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)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 |
dc.title.none.fl_str_mv |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado |
title |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado |
spellingShingle |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado Tavares, Nelma Children - Assistance in institutions Schools Social institutions Developmental psychology Subjectivity Educação Crianças – Assistência em instituições Escolas Instituições sociais Psicologia do desenvolvimento Subjetividade 37 |
title_short |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado |
title_full |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado |
title_fullStr |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado |
title_full_unstemmed |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado |
title_sort |
“Tia, você me adota?” : o abrigo e a escola na constituição subjetiva da criança sob tutela do Estado |
author |
Tavares, Nelma |
author_facet |
Tavares, Nelma |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Ivone Martins de |
dc.contributor.author.fl_str_mv |
Tavares, Nelma |
dc.contributor.referee1.fl_str_mv |
Côco, Valdete |
dc.contributor.referee2.fl_str_mv |
Padilha, Anna Maria Lunardi |
contributor_str_mv |
Oliveira, Ivone Martins de Côco, Valdete Padilha, Anna Maria Lunardi |
dc.subject.eng.fl_str_mv |
Children - Assistance in institutions Schools Social institutions Developmental psychology Subjectivity |
topic |
Children - Assistance in institutions Schools Social institutions Developmental psychology Subjectivity Educação Crianças – Assistência em instituições Escolas Instituições sociais Psicologia do desenvolvimento Subjetividade 37 |
dc.subject.cnpq.fl_str_mv |
Educação |
dc.subject.br-rjbn.none.fl_str_mv |
Crianças – Assistência em instituições Escolas Instituições sociais Psicologia do desenvolvimento Subjetividade |
dc.subject.udc.none.fl_str_mv |
37 |
description |
The aim of this study was to discuss how foster care and schooling impact the child’s subjectivity. Our research was grounded on the socio-historical theories of human development, particularly trough the contributions of Lev Vygotsky, Henri Wallon and Mikhail Bakhtin. The research was carried out at Casa-Lar Santa Cecília, a foster care facility for children in state custody, and in a public elementary school (3rd grade), both located in the city of Vila Velha. Two children, a boy (Noah) and girl (Sofia) both aged 10, were investigated and a case study research design was adopted to allow for a fuller understanding of their experience. Data collection consisted of participant observation together with semi-structured interviews with foster care and school workers involved. Family disruptions, followed by foster care intervention, almost inevitably leave the children indelibly scarred. In both cases, feelings of emptiness and extreme sadness were observed. We found the physical marks of abuse on Sofia’s body, the psychological ones in her silence and in the long, inerasable pain of her past life. Her expectations centered on adoption or any other life but the foster care. The gradual disintegration of Noah’s destitute family, the adoption of his brothers, his suffering and homesickness were expressed by crying and anger, rudeness and impatience with his classmates – these were his way of dealing with so many losses he had experienced. On the other hand, school was seen by the two children as a meaningful, hopeful place for becoming full-fledged students; the interaction with others brought them satisfaction and, to some extent, helped their development. We observed in these two students the voices and feelings of their mates, and the impact they had in the construction of subjectivity of Sofia and Noah; in other words, they demonstrated a heightened sense of belonging to a social peer group and of having a proper place in school life. |
publishDate |
2014 |
dc.date.submitted.none.fl_str_mv |
2014-05-30 |
dc.date.issued.fl_str_mv |
2014-05-30 |
dc.date.accessioned.fl_str_mv |
2016-03-30T14:35:18Z |
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2016-06-24T06:00:05Z |
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Universidade Federal do Espírito Santo Mestrado em Educação |
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Programa de Pós-Graduação em Educação |
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UFES |
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BR |
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Centro de Educação |
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Universidade Federal do Espírito Santo Mestrado em Educação |
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