Trajetórias no contexto de um internato: das expectativas familiares às experiências dos internos e egressos
| dc.contributor.advisor1 | Rabinovich, Elaine Pedreira | |
| dc.contributor.advisor1Lattes | http://lattes.cnpq.br/ | pt_BR |
| dc.contributor.referee1 | Franco, Anamélia Lins e Silva | |
| dc.contributor.referee1Lattes | http://lattes.cnpq.br | pt_BR |
| dc.contributor.referee2 | Milani, Feizi Masrour | |
| dc.contributor.referee2Lattes | http://lattes.cnpq.br | pt_BR |
| dc.creator | Silva, Demóstenes Neves da | |
| dc.creator.Lattes | http://lattes.cnpq.br/ | pt_BR |
| dc.date.accessioned | 2020-04-20T21:08:33Z | |
| dc.date.available | 2020-04-20 | |
| dc.date.available | 2020-04-20T21:08:33Z | |
| dc.date.issued | 2007 | |
| dc.description.abstract | This study aims at understanding the trajectories that happen in a boarding school from the point of view of its actors. Considerations of the context and its role in the development took into account the conception that environment and group are foundational for the formation of the individual. In the process of searching for meaning of the institution’s space and routine, three stages of these trajectories were investigated, seeking categories that were present in each of them and that would be generalized to the others. Taking as a theoretical frame of reference the symbolic universe of the subjects of the research, the following stages were analyzed: (1) The expectations of parents as they bring their children to basic education in a confessional boarding school and what the latter can provide in replacement, complementation, or reinforcement to what children bring from their original context; (2) the experience of boarding school students and how they interpret, accept, or reject the dynamic of the boarding school and its space; (3) finally, alumni and their reminiscing experiences from the time they were in the boarding school. This work was developed by means of questionnaires applied to student’s parents, semi-structured and individual interviews with administrators and staff, students and alumni; focal group with boarding school students; description of the boarding school by its students through pictures followed by their own statements and meanings attributed to the pictures taken by them. This study brings to the fore a discussion of the relationship among family, society, and boarding school. It concludes indicating the potentiality of boarding school as an intermediate space between public and private, with positive and negative valences, that although different of family, could be considered a context of development for adolescents. This study aims at understanding the trajectories that happen in a boarding school from the point of view of its actors. Considerations of the context and its role in the development took into account the conception that environment and group are foundational for the formation of the individual. In the process of searching for meaning of the institution’s space and routine, three stages of these trajectories were investigated, seeking categories that were present in each of them and that would be generalized to the others. Taking as a theoretical frame of reference the symbolic universe of the subjects of the research, the following stages were analyzed: (1) The expectations of parents as they bring their children to basic education in a confessional boarding school and what the latter can provide in replacement, complementation, or reinforcement to what children bring from their original context; (2) the experience of boarding school students and how they interpret, accept, or reject the dynamic of the boarding school and its space; (3) finally, alumni and their reminiscing experiences from the time they were in the boarding school. This work was developed by means of questionnaires applied to student’s parents, semi-structured and individual interviews with administrators and staff, students and alumni; focal group with boarding school students; description of the boarding school by its students through pictures followed by their own statements and meanings attributed to the pictures taken by them. This study brings to the fore a discussion of the relationship among family, society, and boarding school. It concludes indicating the potentiality of boarding school as an intermediate space between public and private, with positive and negative valences, that although different of family, could be considered a context of development for adolescents. | pt_BR |
| dc.description.resumo | Este estudo busca compreender trajetórias que acontecem em uma instituição interna a partir do ponto de vista dos seus atores. A consideração do contexto e de seu papel no desenvolvimento levou em conta a concepção de que o ambiente e o grupo são fundamentais à formação do indivíduo. Na busca dos significados do espaço e rotina da instituição, foram investigadas três etapas dessas trajetórias buscando-se categorias presentes em cada uma delas e que se generalizassem para as demais. Tomando como referencial o universo simbólico dos sujeitos da pesquisa, as etapas pesquisadas foram: 1) As expectativas dos pais ao conduzirem os filhos para uma educação no ensino regular da educação básica numa instituição interna e confessional e o que esta pode oferecer em substituição, complemento ou reforço àquilo que os filhos trazem do seu contexto original; 2) A experiência dos internos e como interpretam, aceitam ou rejeitam a dinâmica do internato e de seus espaços; 3) e, finalmente, os egressos e a experiência remanescente relativa à vida do período quando internos. O trabalho foi desenvolvido por meio de: aplicação de questionários a pais de alunos; entrevistas individuais semi-estruturadas com dirigentes, alunos internos e egressos; grupo focal com alunos internos; e descrição do internato pelos internos através de fotografias acompanhadas de seus próprios depoimentos e significados atribuídos às fotos tiradas por eles. O estudo coloca em pauta uma discussão da relação entre família, sociedade e o internato. Conclui indicando a potencialidade do internato como espaço intermediário entre o público e privado, com valências positivas e negativas, diferenciado da família, podendo ser considerado um contexto de desenvolvimento para adolescentes. | pt_BR |
| dc.identifier.uri | https://ri.ucsal.br/handle/prefix/1495 | |
| dc.language | por | pt_BR |
| dc.publisher | Universidade Católica do Salvador | pt_BR |
| dc.publisher.country | Brasil | pt_BR |
| dc.publisher.department | Pró-Reitoria de Pesquisa e Pós-Graduação | pt_BR |
| dc.publisher.initials | UCSAL | pt_BR |
| dc.publisher.program | Família na Sociedade Contemporânea | pt_BR |
| dc.rights | Acesso Aberto | pt_BR |
| dc.subject | Adolescência | pt_BR |
| dc.subject | Educação | pt_BR |
| dc.subject | Família | pt_BR |
| dc.subject | Internato | pt_BR |
| dc.subject | Sociedade | pt_BR |
| dc.subject | Subjetividade | pt_BR |
| dc.subject | Adolescence | pt_BR |
| dc.subject | Boarding School | pt_BR |
| dc.subject | Education | pt_BR |
| dc.subject | Family | pt_BR |
| dc.subject | Society | pt_BR |
| dc.subject | Subjectivity | pt_BR |
| dc.subject.cnpq | Sociais e Humanidades | pt_BR |
| dc.subject.cnpq | Multidisciplinar | pt_BR |
| dc.title | Trajetórias no contexto de um internato: das expectativas familiares às experiências dos internos e egressos | pt_BR |
| dc.type | Dissertação | pt_BR |