Formação profissional e projetos de vida: vivências de jovens com trajetórias em instituições de acolhimento

• Autor(a) principal: Leal, Noêmia Soares Barbosa
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/21395
• topic: Juventude; Formação profissional; Acolhimento institucional; Políticas sociais; Projeto de vida; Youth; Vocational training; Institutional shelter; Social politics; Life project; Juventud; Formación profesional; Institución de acogida; Políticas sociales; Proyecto de vida; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

Based on Historical-Cultural Psychology, this Thesis sought to analyze the context of development made available by the reception policy, notably as to the guiding activity of vocational training and its relationship with the construction of life projects for youthful. Therefore, used the methodological triangulation strategy, made use of Field Diary and developed three studies of qualitative design. The Study I was developed in two stages: a) documentary research in individual records of young people with trajectory in shelter institutions and b) interviews with six reception policy professionals. The Study II comprised individual interviews with eight egress young of shelter that were inserted in the vocational training while sheltered. The Study III comprehended a longitudinal research with four young that were sheltered in 2018 and inserted in the vocational training. Part of the documentary research data was analyzed descriptively and another part was subjected to Theme Content Analysis, technique also used in the interviews, with assistance from MAXQDA. The results show that the policies studied materialize with the typical limitation of the capitalist system, being the right of young people to vocational training making viable inaccurate, discontinuous mode and without considering their interest or choice. The content of formative proposals has an emphasis on disciplining aspects and the educational character is secondary. It is concluded that, although the training accessed can approach the guiding activity that mobilizes development, the limitation of its content reflects in the narrowness of the experiences and its contributions to the elaboration of life projects.