Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:00:26Z No. of bitstreams: 1 IvoneidePereiradeAlencarTese2017.pdf: 2751434 bytes, checksum: 5a1bc148b88131845ec7e01ce2048f25 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:00:45Z (GMT) No. of bitstreams: 1 IvoneidePereiradeAlencarTese2017.pdf: 2751434 bytes, checksum: 5a1bc148b88131845ec7e01ce2048f25 (MD5) / Made available in DSpace on 2018-04-13T17:00:45Z (GMT). No. of bitstreams: 1 IvoneidePereiradeAlencarTese2017.pdf: 2751434 bytes, checksum: 5a1bc148b88131845ec7e01ce2048f25 (MD5) Previous issue date: 2017-12-12 / The general goal of this research is to analyze the relationships between socioeducational measures of internment and the initial phase of non-school social reintegration of adolescents in conflict with the law applied in a socioeducational internment unit, called CENTRO, for the purposes of this investigation. With respect to the methodology, we used a qualitative approach of exploratory nature and a holistic multiple case study, applying the following data generation techniques: observation, documentary analysis, semi-structured interviews and, for the data analysis, a content analysis based on Bardin???s (2011) framework. We based our understanding on the fact that the reintegration of adolescents in conflict with the law requires a participative and collaborative work between the State and civil society, creating thus a youth protection network. Among the obtained results, the following must be highlighted: a) the coexistence between the internees, the multiprofessional team, the family and society is weakened by the negative force of the infraction; b) the internal routine is based on discipline, a logic that resembles that of prisons; c) non-school education practices do not occur as a process of production of autonomous and emancipated subjects, aiming at training citizens for social reintegration; d) the expectations of adolescent internees are characterized by the belief that ???where there is a will there is a way???, allowing them to cope with the difficulties posed by reality outside the institution; e) the fragility of non-school socioeducational measures in the researched unit is possibly due to the absence of public policies, yielding an ineffective social integration. Finally, the research suggested three aspects to be overcome: 1) the implementation of non-school educational processes, including a preparation for work based on the realities of the current job market; 2) a balance between the socioeducational treatment offered at CENTRO and legal provisions (FC/88 and CYS, 1990) and 3) the development of public and social policies that support families and adolescents seeking to rebuild family ties. / Esta pesquisa tem como objetivo geral analisar as rela????es entre medidas socioeducativas de interna????o e a fase inicial de reintegra????o social n??o escolar de adolescentes em conflito com a lei aplicadas em uma unidade de interna????o socioeducativa, denominada CENTRO, para fins desta investiga????o. Quanto ?? metodologia, elegeu-se a abordagem qualitativa de car??ter explorat??rio e utilizou-se o estudo de casos m??ltiplos hol??stico, aplicando as seguintes t??cnicas de gera????o de dados: observa????o, an??lise documental e entrevista semiestruturada e, para tratamento e an??lise dos dados, a an??lise de conte??do nos moldes de Bardin (2011). Partiu-se do entendimento de que a efetividade do processo de reintegra????o do adolescente em conflito com a lei exige um trabalho colaborativo e participativo entre o Estado e a sociedade civil, criando uma rede de prote????o juvenil. Dentre os resultados alcan??ados, destacam-se: a) a conviv??ncia entre internos, equipe multiprofissional, familiares e sociedade fica fragilizada pela for??a negativa do ato infracional; b) a rotina interna ?? baseada no disciplinamento, tendo uma l??gica que se assemelha ao dos pres??dios; c) as pr??ticas de educa????o n??o escolar n??o acontecem como um processo de produ????o de sujeitos aut??nomos e emancipados, visando ?? forma????o cidad?? para uma reintegra????o social; d) as expectativas dos adolescentes internos caracterizam-se pela cren??a de que ???querer ?? poder???, para o enfrentamento de dificuldades postas pela realidade fora da institui????o, e e) a fragilidade das medidas socioeducativas n??o escolares na unidade pesquisada ?? devido, possivelmente, a aus??ncia de pol??ticas p??blicas, tornando ineficaz a reintegra????o social. Por fim, existem tr??s aspectos a serem superados, sugeridos pela investiga????o: 1) implementa????o de processos educativos n??o escolares, incluindo a prepara????o para o trabalho com base na realidade do mercado atual; 2) equil??brio entre o tratamento socioeducativo oferecido no CENTRO e os dispositivos legais (CF/88 e ECA, 1990) e 3) desenvolvimento de pol??ticas p??blicas e sociais de apoio ??s fam??lias dos adolescentes para reconstru??rem v??nculos familiares.

Liberia emerged from 14 years of brutal civil conflict, demobilized and “reintegrated” large numbers of ex-combatants, but there are still concerns about ex-combatants’ re-engagement in violence. Yet, adequate knowledge and empirical evidence about this are still sketchy. Qualitative fieldwork among ex-combatants conducted in five locations in Monrovia from 2012-2013, suggests that ex-combatants are re-marginalized. This research presents excombatants’ current status, their re-marginalization, and factors indicative of their re-engagement in violence in post-conflict Liberia. The study contends that ex-combatants were apparently not satisfied with the outcome of the DDRR programme, as it failed to reintegrate them successfully. The study developed a four dimensional analytical framework that includes, (a) re-marginalization (b) re-criminalization (c) exploitation, and (d) economic insecurity, which are then applied to the outcome of the reintegration of ex-combatants in Liberia. On the basis of the data collected in fieldwork, the analytical framework reveals how these factors and dynamics interacted and facilitated the occurrence of violence. The study argues that an awareness of ex-combatants’ vulnerability and re-marginalization should put state actors in a position to better predict their violent inclinations. It further notes that ex-combatant re-engagement in violence is largely manifested at the political and economic levels and this has the potential to lead to a renewed conflict if not mitigated. This study by no means completes the tasks of research and analysis on violence and excombatants, but it outlines theoretical propositions and conclusions, which can hopefully spark further debate and collective efforts among researchers to push this field of study forward.

Esta tese-pão é escrita sob a metodologia da cartografia, com cascas de discussão teórica e miolo de narrativas em campo e dessa forma, deixa convergir e transpassar impressões, afetos e vivências sobre a ideia da reinserção social alçada à categoria de dispositivo (tal qual ocorre com o dispositivo das drogas na atualidade), à luz de autores que permitem pensar as questões de saúde coletiva pelo prisma das política de subjetivação, e à luz de uma vivência na pele enquanto trabalhador. Persegue algumas de suas possíveis linhas traçadas pelas políticas públicas vigentes, pelas diferentes adolescências nas diferentes classes sociais, com suas diferentes inserções sociais, pela disputa biopolítica que causa segregações transeuntes, privilégios de circulações ou operações urbanas de triagem de estratos sociais por conta de suas características de poderio econômico e cor-de-pele. Passa pelos diagramas da droga enquanto dispositivo e pela função da Guerra às Drogas na cristalização dessas formas de vida. Presta certo tributo à literatura menor e às narrativas de si, enquanto uma trincheira na disputa por territórioslinguagens. Todo território é psíquico. / This bread-thesis is written under the methodology of cartography, with theoretical discussions and the core of narratives in the field, and thus, it allows us to converge and transgress impressions, affections and experiences on the idea of social reinsertion, elevated to the category of device (as such occurs with the device of drugs in the present time), in the light of authors that allow to think about collective health issues through the prism of the politics of subjectivation, and in the light of an experience in the skin as a worker. It pursues some of its possible lines drawn by the current Public Policies, by the different teens in the different social classes, with their different social insertions, by the biopolitical dispute that causes passerby segregations, privileges of circulations or urban operations of sorting of social strata by its characteristics of economic power and color of skin. It goes through the diagrams of the drug as a device and the function of the War on Drugs in the crystallization of these forms of life. It pays a certain tribute to the minor literature and to the narratives of itself, as a trench in the dispute for territories-languages. All territory is psychic.

Esta tese-pão é escrita sob a metodologia da cartografia, com cascas de discussão teórica e miolo de narrativas em campo e dessa forma, deixa convergir e transpassar impressões, afetos e vivências sobre a ideia da reinserção social alçada à categoria de dispositivo (tal qual ocorre com o dispositivo das drogas na atualidade), à luz de autores que permitem pensar as questões de saúde coletiva pelo prisma das política de subjetivação, e à luz de uma vivência na pele enquanto trabalhador. Persegue algumas de suas possíveis linhas traçadas pelas políticas públicas vigentes, pelas diferentes adolescências nas diferentes classes sociais, com suas diferentes inserções sociais, pela disputa biopolítica que causa segregações transeuntes, privilégios de circulações ou operações urbanas de triagem de estratos sociais por conta de suas características de poderio econômico e cor-de-pele. Passa pelos diagramas da droga enquanto dispositivo e pela função da Guerra às Drogas na cristalização dessas formas de vida. Presta certo tributo à literatura menor e às narrativas de si, enquanto uma trincheira na disputa por territórioslinguagens. Todo território é psíquico. / This bread-thesis is written under the methodology of cartography, with theoretical discussions and the core of narratives in the field, and thus, it allows us to converge and transgress impressions, affections and experiences on the idea of social reinsertion, elevated to the category of device (as such occurs with the device of drugs in the present time), in the light of authors that allow to think about collective health issues through the prism of the politics of subjectivation, and in the light of an experience in the skin as a worker. It pursues some of its possible lines drawn by the current Public Policies, by the different teens in the different social classes, with their different social insertions, by the biopolitical dispute that causes passerby segregations, privileges of circulations or urban operations of sorting of social strata by its characteristics of economic power and color of skin. It goes through the diagrams of the drug as a device and the function of the War on Drugs in the crystallization of these forms of life. It pays a certain tribute to the minor literature and to the narratives of itself, as a trench in the dispute for territories-languages. All territory is psychic.

A presente pesquisa consistiu em identificar, a partir de um enfoque crítico e clínicocriminológico, o que caracteriza e singulariza a Reintegração Social frente às demais propostas político-criminais tradicionalmente aplicadas ao cenário da execução penal. A partir deste objetivo, foram sendo desdobradas as filigranas das clássicas estratégias político-criminais (tratamento penitenciário e ressocialização) a fim de investigar a proximidade os limites teóricos entre elas e a Reintegração Social, além de se debruçar na idéia que propõe uma filosofia dialogal como mecanismo de aproximação e identificação plurais entre a sociedade e o cárcere. / The present research was to identify, from a critical, clinical and criminological, which characterizes the Social Reintegration against other proposals for criminal policy traditionally applied to the landscape of criminal enforcement. From this goal, the watermarks have been deployed on classical criminal policy (prison treatment and social rehabilitation) to investigate the theoretical limits of the closeness between them and Social Reintegration, and to address the idea that proposes a dialogical philosophy as a mechanism approach and identification of plural society and prison.

A preocupação científica desta tese é evidenciar as condições que viabilizaram o estabelecimento do espaço de produção da disciplina escolar de Sociologia durante o seu recente processo de reintegração nos currículos do ensino médio entre os anos 1996 e 2008. Este processo é chamado aqui de vir-a-ser disciplina. Ao olhar para esse período, faço uma análise sócio-histórica demonstrando como foi sendo constituído e enredado o espaço de produção da disciplina como um todo, do projeto político ao educativo, do curricular ao acadêmico. A partir de uma análise e reflexão sociológica, buscou-se a compreensão das práticas e significados que estão na raiz desse processo, fato que nos remeteu a investigar tal conjuntura, seus agentes, seus discursos, seus eventos e suas políticas. Com esta pesquisa buscamos aprofundar o entendimento sobre o processo social, político, educacional e acadêmico pelo qual a disciplina escolar de Sociologia foi submetida antes de se tornar um dado atemporal na chamada gramática escolar. A justificativa para isso reside na busca pela compreensão mais aprofundada de um período sui generis da história da disciplina, onde não apenas fora conquistada sua reintegração curricular, mas, sobretudo, representou a retomada do interesse acadêmico e científico sobre a temática, encampando novos padrões de dependência para a disciplina e circunstanciando uma nova fase de desenvolvimento para a mesma. / The scientific concern of this dissertation is to make it evident the conditions that paved the way to make room to produce the school subject of Sociology during its recent process of being reintegrated in the high-school curricula between 1996 and 2008. I call this process come-to-be discipline. Looking back at this period, I conduct a socio-historical analysis in order to demonstrate how the space for the production of such discipline as a whole was made up and weaved, from the political project to the educative project, from curriculum to academic. Based on a sociological analysis and reflection, I have attempted to understand the practices and meanings that can be found in the roots of this process, a fact that that impelled me to investigate such scenario, its agents, its speeches, its events, and its policies. By means of this study, I sought to reach an in-depth comprehension about the social, political, educational, and academic process which the school subject of Sociology has gone through before becoming some sort of timeless data in the so called school grammar. The reason for that lies in the search for a deeper understanding of a peculiar period in the history of the discipline, where not only it was reintegrated to the curriculum, but mainly it represented the resume of the academic and scientific interest about this topic, encompassing new patterns of dependency for the discipline and providing the circumstances for a new phase of its development.

Text in English with appendices in Afaan Oromoo (Oromo language) / Despite the imperative of reintegration assistance for returnees of illegal migration, which will enable them to become independent and productive members of the community, the reintegration needs and experiences of returned illegal migrants are neglected in academic studies. The objectives of the study were to explore the socio-contextual factors that gave rise to the illegal migration of the study participants; their illegal migration abuse and exploitation experiences; the reintegration needs they sought after return; and the responses of relevant stakeholders to meet the reintegration needs of the returnees and help them reintegrate into the community. To this end, I conducted a qualitative study in Omo Nada district in 2017. I collected the data by means of indepth interviews, key informant interviews and focus group discussions. I used thematic analysis to analyze the findings. The study revealed that the decision to migrate ‘illegally’ was the result of numerous drivers: poverty, unemployment, political discrimination, family pressure, and absence of legal means, the influence of brokers and smugglers, and socio-cultural and religious factors. The returned migrants experienced various types of abuse and exploitation, including physical abuse, economic, labour and sexual exploitation both on the migration journey and at the place of destination. The long periods of isolation some experienced also resulted in the disintegration of their families. Participants identified the need for support in the form of health services, counselling, housing, employment, skills training, finances, loans and social support from relevant stakeholders such as family, the community, the government and non-governmental organizations. Despite the many needs identified, the relevant bodies provided very little reintegration support. Due to this, the returnees were not able to reintegrate into their communities. Returning to the premigration conditions which drove them to migrate ‘illegally' in the first place, with no hope of any reintegration assistance, led some returnees to re-migrate illegally. Reintegration is a key aspect for return migration. Therefore, to be sustainable and for the reintegration process to be successful it must be widely supported. The consequences of illegal migration and reintegration support must be taken seriously and supported by the government in all its aspects. Government agencies such as the Labour and Social Affairs Office must be capacitated to provide the necessary assistance and supports to effect sustainable integration. / Sociology / Ph. D. (Sociology)

A preocupação científica desta tese é evidenciar as condições que viabilizaram o estabelecimento do espaço de produção da disciplina escolar de Sociologia durante o seu recente processo de reintegração nos currículos do ensino médio entre os anos 1996 e 2008. Este processo é chamado aqui de vir-a-ser disciplina. Ao olhar para esse período, faço uma análise sócio-histórica demonstrando como foi sendo constituído e enredado o espaço de produção da disciplina como um todo, do projeto político ao educativo, do curricular ao acadêmico. A partir de uma análise e reflexão sociológica, buscou-se a compreensão das práticas e significados que estão na raiz desse processo, fato que nos remeteu a investigar tal conjuntura, seus agentes, seus discursos, seus eventos e suas políticas. Com esta pesquisa buscamos aprofundar o entendimento sobre o processo social, político, educacional e acadêmico pelo qual a disciplina escolar de Sociologia foi submetida antes de se tornar um dado atemporal na chamada gramática escolar. A justificativa para isso reside na busca pela compreensão mais aprofundada de um período sui generis da história da disciplina, onde não apenas fora conquistada sua reintegração curricular, mas, sobretudo, representou a retomada do interesse acadêmico e científico sobre a temática, encampando novos padrões de dependência para a disciplina e circunstanciando uma nova fase de desenvolvimento para a mesma. / The scientific concern of this dissertation is to make it evident the conditions that paved the way to make room to produce the school subject of Sociology during its recent process of being reintegrated in the high-school curricula between 1996 and 2008. I call this process come-to-be discipline. Looking back at this period, I conduct a socio-historical analysis in order to demonstrate how the space for the production of such discipline as a whole was made up and weaved, from the political project to the educative project, from curriculum to academic. Based on a sociological analysis and reflection, I have attempted to understand the practices and meanings that can be found in the roots of this process, a fact that that impelled me to investigate such scenario, its agents, its speeches, its events, and its policies. By means of this study, I sought to reach an in-depth comprehension about the social, political, educational, and academic process which the school subject of Sociology has gone through before becoming some sort of timeless data in the so called school grammar. The reason for that lies in the search for a deeper understanding of a peculiar period in the history of the discipline, where not only it was reintegrated to the curriculum, but mainly it represented the resume of the academic and scientific interest about this topic, encompassing new patterns of dependency for the discipline and providing the circumstances for a new phase of its development.

More adolescents are surviving cancer and being treated outside the hospital-setting, allowing them to return to typical activities of development like attending school. Effective preparation for school re-entry is an important aspect of easing the transition back-to-school following a cancer diagnosis. Previous research has used the terms school re-entry, school re-entry preparation, and school reintegration interchangeably. For the purposes of the current study, school re-entry refers to going back-to-school. School re-entry preparation or interventions refers to the preparatory process implemented for the initial return to school following a cancer diagnosis. Conversely, school reintegration refers to the ongoing or long-term adjustment of the child or adolescent with cancer to the school environment. Research in school re-entry preparation began in the late 1970s, but much is still not well understood about appropriate school re-entry preparation in terms of application, outcome, or the adolescent's needs. The adolescent with cancer's perspective has been grossly neglected in research. Furthermore, current research lacks an operational definition of "successful school re-entry" and knowledge of specific factors associated with positive school re-entry outcomes. Identifying variables that positively impact the school re-entry process is critical to improving and individualizing school re-entry interventions. The current study used an adaption of the Disability-Stress Coping Model (DSC; Wallander & Varni, 1998) to both define school re-entry success and identify potential predictors that may impact school re-entry success. In addition, to obtain a more comprehensive picture of re-entry success, adolescents with cancer rated the success of their back-to-school experiences. The current study asked 85 adolescents with cancer (ages 11 - 19 years) to complete a web-based survey asking about their re-entry experiences and daily functioning. Results provided tentative support for a discrepancy between professional and adolescent re-entry needs/goals. Findings suggest that a subset of adolescents with cancer may be at risk for poor school re-entry/reintegration outcomes, including females, being of lower SES, having certain types of cancer (brain tumors, leukemia), undergoing specific treatments (radiation, chemotherapy), being out of school for longer periods of time, having pre-morbid academic difficulties, and/or having poor social support. Adolescents who demonstrate these risk factors may warrant increased, specialized attention when preparing to return to school. In addition to systemic and within-person factors from the adapted DSC model, findings suggest that developmental characteristics of adolescence must be considered in planning re-entry intervention. Appropriate modifications to school re-entry preparation for adolescents may include utilizing electronic and social media, implementing peer mentors, focusing on reinforcing appropriate social circles, and emphasizing autonomy. More research is needed to understand how to best assist the adolescent with cancer in returning to school.

This thesis examines the intersection between sex, gender, and armed conflict through an analysis of the female combatant experience. It combines anecdotal evidence and quantitative data from various armed conflicts within the past 50 years to reveal how sexism and gendered conceptions of war influence virtually all aspects of the experience of women and girl combatants. Recognizing sexism as a major player in the recruitment, wartime treatment, demobilization, and reintegration of women and girl combatants, it identifies disarmament, demobilization, and reintegration programs as intervention points where gender-aware planning and implementation can improve outcomes for female combatants in the transition to peace.