Famílias e escola como redes de apoio em contexto de vulnerabilidade social: percepções de adolescentes em distorção idade-série

Abstract

This dissertation aims to describe the perceptions of adolescents in relation to the role of family and school support networks in school performance. This study emerged based on my professional trajectory, as a pedagogical coordinator, which led to investigate: how students / adolescents in age-year distortion, in the context of social vulnerabilities perceive the role of family and school, as elements of support networks social and affective and how this perception contributes to academic performance. Therefore, it was decided to develop the research in a public educational institution, located in a peripheral neighborhood of Salvador-Bahia. From this institution, eight adolescents, aged between 12 and 15 years, taking part in the Regularization of Flow / Accelerated Learning class participated in the research. It is a qualitative research of a descriptive approach, in which a family sociodemographic questionnaire and a semi-structured interview script composed of open questions were used for data collection, which addressed aspects related to the conceptions about the support network: families and school, the relational networks established in these contexts and their contextual and psychosocial elements considered to be difficult and facilitating by the adolescent participants. Data analysis was carried out through Content Analysis, in the thematic analysis modality, using the research technique proposed by Bardin (2011). To support the interpretation of the thematic categories, the Bioecological Approach to Human Development was used, as well as the theoretical support of authors who discuss the research topic. The study was approved by the Research Ethics Committee of the Catholic University of Salvador and the participants signed an Informed Consent Form, as well as their respective guardians signed the Informed Consent Form. The results obtained revealed that the families and the school are pointed out by the adolescents, as important pillars of support both in individual development and in school life, which encourage them to value their school process, with the perspective of building a future project through of the studies. The data also showed that the female figure is still the one that is most dedicated to care and education. Affection appeared as relevant in the educational process. It is evident the presence of an affective support network formed, mainly by parents and other guardians, grandparents, aunts, uncles and teachers. It was well known that the school was linked to a job guarantee perspective. It was also found that in the context of social vulnerabilities experienced by these young people, the school is seen as a protective and social ascension means. The reports that are presented describe families and the school as networks that promote support and involvement in school performance. For this, it is considered how important are social policies that guarantee the adolescent's permanence in the school environment.