Submitted by Ana Carla Almeida (ana.almeida@ucsal.br) on 2017-12-27T18:39:48Z No. of bitstreams: 1 DISSERTACAOJESSICAPAIXAO.pdf: 1942748 bytes, checksum: 97cd6cd422a18b8a546bdfe5a4277fb7 (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2017-12-27T18:52:16Z (GMT) No. of bitstreams: 1 DISSERTACAOJESSICAPAIXAO.pdf: 1942748 bytes, checksum: 97cd6cd422a18b8a546bdfe5a4277fb7 (MD5) / Made available in DSpace on 2017-12-27T18:52:16Z (GMT). No. of bitstreams: 1 DISSERTACAOJESSICAPAIXAO.pdf: 1942748 bytes, checksum: 97cd6cd422a18b8a546bdfe5a4277fb7 (MD5) Previous issue date: 2016-12-19 / A Justiça Restaurativa (JR) vem se consolidando no Brasil enquanto projeto de Justiça moderno e emancipador. Este estudo focaliza formas de solução de conflitos envolvendo adolescentes autores de ato infracional e suas famílias, por meio do modelo de JR. Para analisar a participação da família em experiências de Justiça Juvenil Restaurativa nas regiões Norte e Nordeste, utilizou-se uma combinação de métodos divididos em três fases interdependentes. A primeira fase constituiu um estudo exploratório realizado entre agosto de 2015 a junho de 2016. Promoveu-se o levantamento da implementação teórico-prática da “Justiça Restaurativa” no Brasil e foram identificados os projetos de Justiça Restaurativa existentes nas Regiões pesquisadas. O questionário foi aplicado com os atores sociais envolvidos em projetos de justiça restaurativa. Foram identificadas vinte e nove experiências no N e NE, sendo dezenove no âmbito da infância e juventude, envolvendo Poder Judiciário, Poder Executivo, Defensorias, Ministério Público, Universidades, escolas, OAB, ONGs e Centros de Referência em Assistência Social. Em sua maioria, os projetos incluem a família por meio dos círculos restaurativos, com acompanhamento psicossocial e recebem orientações acerca do cumprimento da Medida Socioeducativa (MSE). Os responsáveis pelos adolescentes são estimulados a participar das práticas restaurativas desde a fase inicial de apuração do ato infracional até a execução da MSE. A análise dos questionários evoca a repercussão da inclusão da família no processo, além de ter contribuído para a definição da experiência emblemática a ser investigada em profundidade. O projeto escolhido situa-se no juizado da infância e juventude do município de Santarém, Oeste do Pará. Iniciada em 2012, fruto da parceria interinstitucional entre o Tribunal de Justiça do Estado do Pará e a Universidade Federal do Oeste do Pará. A experiência demonstrou que a participação da família nos círculos restaurativos incentiva o protagonismo juvenil, o fortalecimento dos vínculos familiares e o exercício da cidadania. Contudo, ainda são necessárias estratégias auxiliares, de natureza pública, que facilitem o acesso dos membros da família, sobretudo daqueles adolescentes com restrição total ou parcial da liberdade, criando espaços adequados ao exercício do cuidado e a geração de afeto. / The Restorative Justice (RJ) has been consolidating in Brazil as a modern and emancipatory justice project. This study focuses on ways of solving conflicts involving adolescents who commit infractional acts and their families, through the RJ model. In order to analyze the participation of the family in restorative juvenile justice experiences in the North and Northeast regions, a combination of methods was divided into three interdependent phases. The first phase consisted of an exploratory study carried out between August 2015 and June 2016. The theoretical-practical implementation of "Restorative Justice" in Brazil was promoted and the restorative justice projects in the regions surveyed were identified. The questionnaire was applied with social actors involved in restorative justice projects. The questionnaire was applied with social actors involved in restorative justice projects. Twenty-nine experiences were identified in the N and NE, nineteen in the field of childhood and youth, involving Judiciary, Executive Branch, Defenders, Public Ministry, Universities, schools, OAB, NGOs and Reference Centers in Social Assistance. For the most part, the projects include the family through the restorative circles, with psychosocial support and receive guidance on compliance with the socioeducational measure (MSE). Those responsible for adolescents are encouraged to participate in restorative practices from the initial stage of investigation of the infraction until the execution of the SEM. The analysis of the questionnaires evokes the repercussion of the inclusion of the family in the process, besides contributing to the definition of the emblematic experience to be investigated in depth. The chosen project was situated at child and youth court of the municipality of Santarém, in western Pará. This project started in 2012, as a result of the interinstitutional partnership between the Pará State Court of Justice and the Federal University of Western Pará. The experience shows that the participation of the family in restorative circles encourages youth protagonism, the strengthening of family ties and the exercise of citizenship. However, auxiliary strategies of a public nature are still needed to facilitate the access of family members, especially those adolescents with total or partial restraint of freedom, creating adequate spaces for the exercise of care and the generation of affection.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this paper is to analyze the concept of criminal impunity under the aegis of the 1988 Federal Constitution, using the concepts of garantism and symbolic constitutionalization, as defined by Luigi Ferrajoli and Marcelo Neves, respectively. The objective is to understand the relation between these two concepts and their effects for the protection of the fundamental rights of adolescents in the context of the discussion of the lowering of the criminal majority in Brazil. This is due to the fact that the criterion of the incapacity of children under eighteen years of age has undergone several attempts to change through Proposals for Amendment to the Constitution - PECs that propose the amendment of article 228 of CF / 88. In this sense, seeking a reflexive and analytical inspiration about the debates about criminal responsibility of adolescents in the scope of Criminal and Constitutional Law, the work aims to highlight the character of the criminal responsibility as a primary and fundamental right of the adolescent, and as such, unsusceptible of being weakened or abolished through constitutional reform. / Esse trabalho tem por finalidade analisar o conceito de inimputabilidade penal etária sob a égide da Constituição Federal de 1988 utilizando os conceitos de garantismo e de constitucionalização simbólica, tal como definidos por Luigi Ferrajoli e Marcelo Neves, respectivamente. O objetivo é compreender a relação entre esses dois conceitos e seus efeitos para a proteção dos direitos fundamentais dos adolescentes no contexto da discussão do rebaixamento da maioridade penal no Brasil. Isso se deve ao fato de que o critério da inimputabilidade dos menores de dezoito anos vem sofrendo diversas tentativas de alteração através de Propostas de Emenda à Constituição - PEC´s que propõem a alteração do disposto no artigo 228 da CF/88. Nesse sentido, buscando uma inspiração reflexiva e analítica acerca dos debates sobre responsabilidade penal de adolescentes, no âmbito do Direito Penal e Constitucional, o trabalho almeja destacar o caráter da inimputabilidade penal etária como garantia primária e direito fundamental do adolescente, e como tal insuscetível de ser enfraquecido ou abolido através de reforma constitucional. / São Cristóvão, SE

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Reflecting on the didactic and methodological practices of literary reading experienced in classroom at elementary school is becoming ever more profitable and urgent. Thinking about it, this work proposes the analysis of literary representations in juvenile infants literary texts of children and adolescents rights as an atempt to develop activities of literary taste. This cut is relevant, because it enables the discussion of different social realities to the reader in training. To that purpose, it is intended that children and adolescents expand their horizon of expectations regarding their rights, yet challenging situations of abuse, exploitation of child labor, sexual abuse and other violations, and realize social tensions represented in literary texts. This concern is relevant because the school should be seen as a protection space for discussion and what is disrespect for the child and its consequences. For this, it is suggested in the methodological field a practice of reading the Gomes (2012) guided cultural model and the Bordini and Aguiar (1988) recepcional method. The search for a trampled teaching of literature in literary literacy is also a concern in this endeavor, and literary reading workshops were produced, on the pretense of developing more meaningful teaching strategies and attractive to our readers in training. To achieve these workshops, we have worked with literary texts: "Ciranda, cirandinha" by Arriete Vilela (2003) and "Por um pé de feijão," by Antonio Torres (2002). After the making and applicability of diverse activities, it culminated with the making of an educational notebook directed to the teacher, in order to spread our work proposal. As theoretical apparatus were used conceptions of literature teaching, reading and literary reading anchored in the postulates of Cosson (2011), Candido (2011), Dória (2008), Viegas (2012), Werneck (2010), Eco (2004), Leffa (1996), Magnani (2001), Silva (2009), Lajolo and Zilberman (2007) among others; in addition the study on violence against children and adolescents supported in Vicente Faleiros and Eva Faleiros (2007), Philippe Ariès (2014), Moura (2013), Passetti (2013) and as the concepts and guidelines regarding juvenile infants public rights established by the Statute of Children and Adolescents (1990). / Refletir sobre as práticas didático-metodológicas de leitura literária vivenciadas em sala de aula no Ensino Fundamental faz-se cada vez mais profícuo e urgente. Pensando nisso, este trabalho propõe a análise das representações literárias em textos literários infantojuvenis dos direitos de crianças e adolescentes na tentativa de desenvolver atividades do gosto literário. Esse recorte é relevante, porquanto possibilita a discussão de realidades sociais diferentes para o leitor em formação. Com esse intuito, pretende-se que crianças e adolescentes ampliem seu horizonte de expectativas no que concerne aos seus direitos, questionando ainda situações de maus-tratos, exploração do trabalho infantil, abuso sexual entre outras violações, além de perceberem as tensões sociais representadas nos textos literários. Esta preocupação é pertinente, pois a escola deve ser vista como espaço de proteção e discussão para o que é o desrespeito à criança e suas consequências. Para isso, sugere-se no campo metodológico uma prática de leitura pautada no modelo cultural de Gomes (2012) e no método recepcional de Bordini e Aguiar (1988). A busca por um ensino de literatura calcado no letramento literário também é uma preocupação dessa empreitada, assim foram produzidas oficinas de leitura literária, na pretensão de desenvolver estratégias de ensino mais significativas e atraentes aos nossos leitores em formação. Para a consecução dessas oficinas, trabalhamos com os textos literários ―Ciranda, cirandinha‖, de Arriete Vilela (2003) e ―Por um pé de feijão‖, de Antônio Torres (2002). Após a feitura e a aplicabilidade de atividades diversificadas, culminou-se com a confecção de um caderno pedagógico direcionado ao professor, com a finalidade de propagar a nossa proposta de trabalho. Como aparato teórico, foram utilizadas concepções sobre ensino de literatura, leitura e leitura literária ancoradas nos postulados de Cosson (2011), Candido (2011), Dória (2008), Viegas (2012), Werneck (2010), Eco (2004), Leffa (1996), Magnani (2001), Silva (2009), Lajolo e Zilberman (2007) entre outros; ademais os estudos sobre violência contra crianças e adolescentes respaldados em Vicente Faleiros e Eva Faleiros (2007), Philippe Ariès (2014), Moura (2013), Passetti (2013) e conforme as concepções e orientações a respeito dos direitos do público infantojuvenil estabelecidos pelo Estatuto da Criança e do Adolescente (1990).

Made available in DSpace on 2014-07-29T15:28:59Z (GMT). No. of bitstreams: 1 Tese Paulo V B e Azevedo.pdf: 3414417 bytes, checksum: 54ac1ec125fcb10c62ef1c5059b81be8 (MD5) Previous issue date: 2012-03-14 / Objective: To determine the prevalence of mental disorders in children and adolescents from an indigenous population living in isolated tribes in the Brazilian Amazon. Methods: This is an analytical prevalence study in a sample of 192 indigenous children and adolescents from Karajá ethnicity, aged between 7 and 14 years old. The prevalence were determined using the syndrome scales of mental health problems according to the ASEBA questionnaires. The Child Behavior Checklist 6-18 (CBCL) and the Teacher Report Form 6-18 (TRF) were used for the screening of these problems. The difference among the prevalence found in the two questionnaires as well as the risk association between gender and schooling and mental health problems were evaluated. Results: A total prevalence of problems of 34.38% with the CBCL and of 23.44% with the TRF was found (p < 0.00). There was an association between the occurrence of these problems in the subjects attending the second phase of fundamental school (6th to 9th year of formal education). Conclusion: The prevalence of mental health problems found was high when compared to studies with other cultures around the world. It was observed that even in human populations who preserve the primordial cultural aspects of their ancestors who lived 10.000 years ago, psychiatric problems exist and have clinical presentations that are similar to those found in modern civilized societies, in which the cultural context may influence the manifestations of such problems. / Objetivo: Determinar a prevalência de problemas mentais em crianças e adolescentes de uma população indígena vivendo isolada em tribos na Amazônia Brasileira. Métodos: Estudo de prevalência analítico em amostra de 192 crianças e adolescentes indígenas da etnia Karajá, entre os 07 e 14 anos de idade. As prevalências foram determinadas pelas escalas síndromes de problemas de saúde mental de acordo com os questionários do ASEBA. Foram utilizados para detecção desses problemas os Inventários de Comportamentos para Crianças e Adolescentes de 6 a 18 anos (CBCL) e de Comportamentos Referidos pelo Professor para Alunos de 6 a 18 anos (TRF). Foi avaliada a diferença entre as prevalências encontradas nos dois questionários e a associação de risco entre o sexo e a escolaridade e os problemas de saúde mental. Resultados: Foi encontrada uma prevalência de problemas totais de 34,38% com o CBCL e de 23,44% com o TRF (p < 0,00). Houve associação entre a ocorrência de problemas mentais e o sexo e a escolaridade, com maior ocorrência desses problemas nos sujeitos cursando a segunda fase do ensino fundamental. Conclusão: A prevalência de problemas de saúde mental encontrada foi alta comparada aos estudos com outras culturas ao redor do mundo. Observou-se que mesmo em populações humanas que preservam os aspectos culturais primordiais dos seus ancestrais que viveram há 10.000 anos, existem problemas psiquiátricos com apresentações clínicas similares às encontradas em sociedades modernas civilizadas, podendo o contexto cultural influenciar nas manifestações desses.

This diploma thesis focuses on clients of the Department of child and adolescent psychiatry who are hospitalized because of their behaviour and adaptation disorder. A significant sign of these children is their problematic behaviour and maladaptation resulting from their social handicap which has several forms. The environment of psychiatry centre adjusts different social measures and educational patterns and needs. The theoretic part describes the term of a socially disadvantaged child, moreover, it states the function of a family, relations and educational styles as a base of primal socialisation, as a headstone of their activity in society. The practical part of the thesis describes seven case studies about individual clients of the centre and their activity in this specific environment. The main goal of the investigation was to prove that the psyche of the school aged children is influenced by their social handicap which results in their bad self- control mechanisms, low self-evaluation, and also in their behaviour disorders. Another goal of the work was to discover whether the children are influenced also by their different social environment. Powered by TCPDF (www.tcpdf.org)

Att uppleva våld mellan föräldrar är en av de värsta formerna av våld ett barn kan utsättas för, och det kan medföra trauman och hälsoproblem ända in i vuxenlivet. När kvinnan tar sig ur relationen och får en placering på skyddat boende får barnen ofta följa med. Barnen får inget eget placeringsbeslut och det finns inga direkta riktlinjer för skyddade boenden. Tas det ett samhälleligt ansvar för dessa barn? Syftet med denna studie var att bidra med kunskap om vilka insatser som finns tillgängliga för barn som lever i skyddat boende tillsammans med sina mammor. Vi ville uppmärksamma barnens behov och vilka rättigheter barnen har enligt lag, samt ta reda på om de insatser barnen erbjuds kan anses tillräckliga för att tillgodose dessa behov. Studien har genomförts genom kvalitativa semistrukturerade intervjuer med sju professionella med erfarenhet av barn på skyddat boende i Stockholms län. Resultatet analyserades med hjälp av en teoretisk referensram bestående av utvecklingsekologi, anknytningsteori och traumamedveten omsorg, samt kompletterades med nationell och internationell forskning. Studiens resultat visar att många barn mår dåligt och har behov av kris- och traumabearbetning, samt att de kan lida av tristess på boendena. Vidare visar resultatet att andra viktiga aspekter som spelade en stor roll för barnens återhämtning var mammans föräldraförmåga samt möjligheten att skapa normalitet i sin vardag med hjälp av rutiner, skola och sysselsättning. Andra vuxna att ty sig till var också betydelsefullt. Det framkommer dock att det finns en problematik runt samarbetet med andra aktörer som bland annat socialtjänsten, barn- och ungdomspsykiatrin och kommunen. Vilka insatser barnen erbjuds och får tillgång till visade sig skifta oerhört mycket beroende på vilket boende de hamnade på. / Intimate partner violence is one of the worst forms of violence a child can experience and it can lead to trauma and health problems all the way into adulthood. When a woman leaves a relationship and is placed in a women's shelter, the children often accompany her. Children are not subject to separate placement decisions and there is no direct regulation of shelters. Does society take responsibility for these children. The aim of this study was to contribute knowledge about the services available for children who live in shelters with their mothers. We wanted to shed light on the needs of these children and their legal rights, and to see if the services offered to these children could be considered sufficient to satisfy their needs. The study was conducted through qualitative, semi-structured interviews with seven professionals who have experience with children in sheltered housing in Stockholm county. Results were analyzed using a theoretical framework composed of developmental ecology, attachment theory, and transforming care, complemented with national and international research. The results show that many children are emotionally distressed and in need of crisis intervention and trauma-focused therapy, and that they suffer from boredom at the shelters. The results also show that other important aspects that played a major role in children's recovery were the mother’s parenting competence and the chance to create normality with the help of routines, school and activities. The presence of other adults also mattered. It appears however, that there are problems in collaboration with other actors such as, among others, social services, child and adolescent psychiatry and the municipality. The services that are available to children differ greatly among shelters.

[pt] No contexto do processo de redemocratização do Estado brasileiro, a Aprendizagem Profissional - modelo de formação técnica-profissional, de caráter inicial, implementada por meio de um contrato de trabalho -, institucionalizada como política pública, na década de 1940, como veículo do processo de industrialização nacional, será reconfigurada e emergirá, após retração de sua oferta nacional, como o principal vetor do direito à profissionalização dos adolescentes e jovens, em especial daqueles em situação de vulnerabilidade social e de baixa renda. Tomando como ponto de partida a análise histórica dos processos de surgimento, institucionalização e reconfiguração da aprendizagem profissional, esta tese tem como objetivo central investigar a constituição, ainda em curso, de seus novos sentidos e finalidades, social e educacional, no contexto de sua expansão e consolidação, ao longo das duas últimas décadas, como a mais perene e única política pública nacional centrada no processo de transição escola-trabalho. A realização desta investigação teve como norte a análise das distintas apropriações, interpretações dos atores estatais e sociais envolvidos na implementação da política acerca da sua nova finalidade: constituir-se como vetor de garantia do direito à profissionalização. Com base na teoria do Modelo de Coalizões de Defesa, esta tese concentrou a sua análise na investigação das ideias, valores e proposições do subsistema da política, constituído pelo conjunto dos diversos atores, estatais e sociais, que lidam com a Aprendizagem Profissional, destacando as suas crenças, os seus conflitos e os seus impasses em torno das definições acerca de quais problemas precisam ser enfrentados e dos objetivos e dos impactos a serem alcançados pela nova política de Aprendizagem Profissional. Deste contexto de análise, buscou-se evidenciar a relação entre tais definições e os resultados e alcance da nova política; avaliar o quanto a nova feição finalística emergente do processo de implementação da política se distingue e se assemelha dos modelos correcionais, assistencialistas e tecnicistas que marcaram a Aprendizagem Profissional ao longo da história brasileira; e apontar os novos rumos que a política vem tomando. / [en] Apprenticeship – a system of technical-vocational training implemented through work contract in which someone learns a trade by working under a certified expert - was institutionalized in Brazil as a public policy in the 1940s, as a vehicle for the process of national industrialization. In the context of the process of redemocratization of the Brazilian State in the 1980s, it was reconfigured and, after decades of retraction of its national offer, emerged as the main vector of the right to professionalization of adolescents and young people, especially those in situations of social vulnerability and low income. Taking as a starting point the historical analysis of the processes of emergence, institutionalization and reconfiguration of apprenticeship, the main objective of this thesis is to investigate the constitution, still in progress, of its identity, its new meanings and its social and educational purposes. It will focus on the context of its expansion and consolidation, over the last two decades, as the most perennial and only national public policy centered on the school-work transition process. This investigation about the constitution of the new identity of the learning policy was guided by the analysis of the different interpretations held both by the state and the social actors involved in the implementation of the policy regarding its new purpose, which is to constitute itself as means to guarantee the right to professionalization. Based on Advocacy Coalition Framework (ACF), this thesis focused its analysis on the investigation of ideas, values and propositions of the policy subsystem, which is constituted by the set of different actors, state and social, that deal with the apprenticeship. The analysis highlights their beliefs, their conflicts and their impasses around the definitions about which problems need to be faced and the objectives and impacts to be achieved by the new learning policy. From this context of analysis, we sought to highlight to what extent this new identity, that emerges from the process of implementing the policy, is different from and similar to the correctional, assistance and technical models that marked learning throughout Brazilian history, and to point out the new directions that the policy is taking.

The diploma thesis deals with the comprehensive support of disadvantaged pupils in the department of child and adolescent psychiatry and primary school at the hospital. The aim of the research was to analyze the level of current pedagogical, health and therapeutic support for disadvantaged hospitalized pupils and to recommend measures to increase the effectiveness of provided care. In the theoretical part, support measures and the counseling system of pupils with special educational needs were generally described. In the practical part, partial goals of the research survey were set, which were to determine the degree of effectiveness of cooperation between medical and school staff providing the educational process of hospitalized pupils. The method of social research was used in this work. For the purpose of obtaining necessary information, a form of questioning a small research sample was used, which consisted of nurses and special pedagogues of this facility. The output of this work is a modification of the cooperation of all participants and their interpersonal and intrapersonal attitude to the care provided to hospitalized students.

No description available.

Socialtjänsten är en kommunal verksamhet som har ansvar att tillhandhålla sociala tjänster för barn och unga. Barn- och ungdomspsykiatrin är en del av hälso- och sjukvården som är organiserad på regional nivå. Syftet med denna uppsats har varit att undersöka hur samverkan fungerar mellan BUP heldygnsvård och socialtjänsten när en ungdom är inskriven inom heldygnsvården. Studien baseras på åtta kvalitativa intervjuer med professionella inom både BUP:s heldygnsvård och socialtjänsten. Vi använde oss av en semistrukturerad intervjuguide där materialet analyserades utifrån tematisk analys. Med utgångspunkt från samverkansteori och gräsrotsbyråkrati kunde vi sedan fördjupa vår analys utifrån resultaten. Studien visar på att samverkan generellt sett är relativt god, där båda professionerna fokuserade på barnets bästa. Framgångsfaktorer inkluderar vilja till samarbete, kontinuerlig kommunikation och gemensamma möten. Hinder för samverkan inkluderar tidsbrist och brist på effektiva system för informationsöverföring. För att förbättra samverkan i framtiden efterlyser respondenterna bättre system för informationsöverföring och mer kontinuerliga möten. Tydligare riktlinjer och ökade resurser kan också underlätta samarbetet. Genom att BUP:s kuratorer ökar sin förståelse för socialtjänstens arbete och kommunicerar mer effektivt, kan en mer integrerad och effektiv vårdmodell utvecklas, vilket skulle gynna både ungdomar och deras familjer. / The social services are a municipal organization responsible for providing social services for children and young people. Child and Adolescent Psychiatry (BUP) is part of the healthcare system, organized at the regional level. The purpose of this thesis has been to investigate how collaboration functions between BUP inpatient care and social services when a young person is admitted to inpatient care. The study is based on eight qualitative interviews with professionals from both BUP inpatient care and social services. We used a semi-structured interview guide, and the material was analyzed using thematic analysis. Based on collaboration theory and street-level bureaucracy, we were able to deepen our analysis of the results. The study shows that collaboration is generally relatively good, with both professions focusing on the best interests of the child. Success factors include the willingness to cooperate, continuous communication, and joint meetings. Barriers to collaboration include time constraints and a lack of effective systems for information transfer. To improve collaboration in the future, respondents call for better systems for information transfer and more continuous meetings. Clearer guidelines and increased resources can also facilitate cooperation. By BUP counselors increasing their understanding of social services' work and communicating more effectively, a more integrated and efficient care model can be developed, which would benefit both young people and their families.