O consumo de álcool e outras drogas representa um dos principais problemas sociais e de saúde a ser enfrentado por diversos países. Os objetivos deste estudo foram determinar a frequência e os possíveis fatores de vulnerabilidade e proteção e compreender os significados atribuídos por estudantes do ensino médio sobre o consumo de bebidas alcoólicas e outras substancias psicoativas. Foi realizado estudo de abordagem quali-quantitativa, por meio de aplicação de um questionário a 1995 estudantes de ensino médio de 22 escolas públicas e uma privada, e a realização de grupo focal com 24 estudantes de três escolas públicas e uma privada de Uberlândia-MG. Dos 1995 entrevistados houve missing de até 12,4% para algumas variávies. A média de idade para 1748 dados válidos foi de 16,0, DP ±1,29; sexo masculino 49,1%, feminino 50,9%; cursavam o ensino médio na 1ª série 37,2%; 2ª série 31,6%; 3ª série 31,2%. O consumo de álcool na vida foi relatado por 81,4%; tabaco 22,5%; inalantes 11,3%; maconha 8,5%; tranqüilizantes 6,0; cocaína 3,0%; crack 0,5%; anticolinérgicos 0,5%; heroína 04%; sedativos 0,5%; LSD 1,2%; ecstasy 1,8%. Houve diferença significativa para o sexo masculino no consumo de inalantes(X² p=0,003); maconha (X² p<0,0001) e cocaína (X² p=0,004). O \"binge drinking foi de 36,4%, sendo maior (X²p=0,008) entre os meninos, porém 33,2% das meninas também relataram esta prática. Na análise qualitativa o Software Alceste apontou uma divisão de 74 unidades de contexto elementar(UCE), estas foram agrupadas em quatro classes lexicais hierárquicas descendente (dendograma) e nomeadas segundo o sentido que revelam em: 1) Existência do consumo: \"a maioria das festas tem que ter cerveja, tem que ter alguma bebida alcoólica, s em bebida a festa fica sem graça, fica ruim\". 2) Motivação para o consumo: \"porque muita gente não é aceito em algum grupo mas se beber entra no grupo\". \"os melhores comercias da televisão são de cerveja, sempre o álcool esta vinculado a diversão, a pessoa s bonitas e esporte\" 3) Influencia familiar: \"meu pai é alcoólatra, a geladeira da minha casa parece a Ambev, está sempre cheia de cerveja\". 4) Consequências: \"ele fez roleta russa, atravessou o sinal vermelho da avenida bateu num carro e morreu, fez isso porque estava bêbado\". Evidenciou-se que o consumo de álcool é uma prática comum e avançada que permeia o universo juvenil, sendo a substância mais consumida em ambos os sexos, porém a prática de \"binge drinking\" e o uso de outras substâncias é mais freqüente no sexo masculino. Existe forte influencia de amigos e da família. Embora admitam o uso eles reconhecem as consequências negativas deste hábito. Ressalta-se a necessidade de políticas de saúde e educação no âmbito escolar e comunidade, para o controle do uso/abuso de tais substâncias e prevenção de agravos direcionadas ao público jovem. / The consumption of alcohol and other drugs is one of the main health and so cial problems to be faced by several countries. The goals of this study were to establish the frequency and the possible factors of vulnerability and protection and to understand the meanings attributed by high school students about the consumption of alcoholic beverages and other psychoactive substances. A quali-quantitative study was carried out by means of questionnaire answered by 1995 high school students from 22 public schools and a private one, and a focal group of 24 students from three public and one private schools from Uberlândia-MG was created. From the 1995 interviewed students, there was a missing of up to 12,4% for some variables. The average age for the 1748 valid data was of 16,0, DP ±1,29; 49,1% male; 50,9% female; 37,2% were enrolled in the first year of high school; 31,6% were in the second year; 31,2% were in the third year. The alcohol consumption throughout life was reported by 81,4%; 22,5% for tobacco; 11,3% for inhalants, 8,5% for marijuana; 6,0% for tranquilizers; 3,0% for cocaine; 0,5% for crack; 0,5% for anticholinergics; 0,4% for heroine; 0,5% for sedatives; 1,2% for LSD; 1,8% for ecstasy. There was a significant difference for male\'s consumption of inhalants (X² p=0,003); marijuana (X² p<0,0001) and cocaine (X² p=0,004). The binge drinking was of 36,4%, being higher (X²p=0,008) among boys, although 33,2% of the girls also reported this habit. Through qualitative analyzes, the Alceste Software showed a division of 74 elementary context units (UCE). They were grouped in four descen dant hierarchical lexical classes (dendograma) and named according to the meaning they indicated: 1) The existence of the consumption: \"there must be beer, there must be some alcoholic beverage in most of the parties, otherwise the party is bad, not fun.\" 2) The consumption\'s motivation: \"because a lot of people isn\'t accepted in a group, but if they drink they are accepted in the group.\" \"the best TV commercials are about beer. Alcohol is always linked to fun, beautiful people and sports.\" 3) Family\'s influence: \"my father is an alcoholic, the fridge in my house looks like Ambev, it\'s always full with beer\". 4) Consequences: \"he played Russian roulette, the crossed a red light and hit a car and died, he did that because he was drunk.\" It became evident that the alcohol consumption is a common and advanced habit that permeates the juvenile universe, being the most consumed substance of both sexes, however the binge drinking and the consumption of other substances a more frequent habit for males. There\'s a strong influence from friends and family members. Although they admit the consumption, they know the negative consequences of this habit. We highlight the necessity of health and educational politics in the school and community scope, to control the use/abuse of such substances and to prevent the situation related to the youth community aggravates.

Este estudo teve como objetivo analisar as redes construídas por jovens que utilizam a rua como espaço social de encontro e produções no município de Diadema, em São Paulo. A pesquisa pretendeu colaborar para a construção de estratégias mais eficientes, eficazes e efetivas que enlaçando modos de ser e da cultura despertem, agucem e mobilizem os jovens para a produção social de ambientes acolhedores. A metodologia utilizada incluiu observação participante e registros escritos de vozes que revelaram fragmentos de seus cotidianos e de seus pensamentos sobre aspectos pessoais, sociais, familiares e grupais, permitindo identificar redes de conexão existenciais e as formas como processam suas vivências. / This study aimed to analyze the networks built by young people who use the streets as a space for social gatherings and productions in Diadema, São Paulo. The research intended to contribute to the construction of more efficient, productive and effective strategies that, intertwining ways of being and culture, stimulate, sharpen and mobilize young people for the social production of welcoming environments. The methodology included participatory observatios as well as written records of voices that reveal fragments of their day-to-day and their thoughts on personal, social, family and group aspects, allowing the identification of existential connection networks and ways they process their experiences.

This study explores how young people's engagement with history outside of the classroom shapes the development of their historical consciousness. Drawing on public discourses around the First World War (WW1), I address the implications of this engagement for history teachers and young peoples' learning. Recognising the active and dynamic construction of memory and meaning by young people, I develop the concept of social remembering. Building on socio-cultural perspectives, I examine the 'lived experience' of young people's memory work. Using WW1 as a context, and adopting an innovative mixed methods approach, the research was conducted over two stages. The first stage of the research used a quiz and survey to explore the extent and nature of young people's social remembering. In the second stage of the study I examined young people's memory work outside the classroom. I worked with several small groups of students to construct their own ethnographic accounts of societal and familial remembering and their emerging historical consciousness, fashioning these into ethnographic portraits. The research highlights the role that social remembering plays in young people's identities, including the ways in which they value and use history, attribute historical significance to events and orientate themselves in time. It shows how different forms of social remembering can both include or exclude young people and impact positively or negatively on young people's historical consciousness. An understanding of social remembering outside the classroom can support history teachers in the development of pedagogies that build on students' meaning making associated with public events such as commemorations. I argue that teachers can use the intersections between social remembering and disciplinary history to engage and support students in their study of history. Although the study originated within the context of history education, it has wider value, offering a ground breaking methodological approach to exploring young people's understandings of the past and in contributing to the historiography of historical memory.

No description available.

Aim: The aim of the study has been to study how a Swedish state authority talks about mental health among children and young people. Method: The study is based on a qualitative discourse analysis in which the Public Health Authority's report was carefully studied. Results: The essay highlights how a Swedish authority presents various factors that affect a child's mental well-being. The Public Health Authority describes the discourse on health as good when healthy lifestyles are anchored at an early age as it affects health for the rest of life. Texts produced within the discourse, just as the report produced by the Public Health Authority, recommend good health habits to be introduced in an early stage of a child's life. To understand what these habits are, the authority describes social practices which govern people's experience of the current discourse. The social practices recommendations guide people to act so that they are given the conditions to create healthy habits and relationships at an early age. The analysis of the report shows two dominant categories that affect children's and young people's mental health, the school and the family. These areas are the main parts that the report describes where several identity perceptions have been identified. The identity perceptions are used to categorize the individual and create a recognition to find a place in society and to its discourses. Based on the different perceptions of identity, it is then determined how the individual's surroundings and actions are perceived.

Non-formal education (NFE) has the potential to provide diverse learning opportunities for personal and professional development. Proponents of NFE conclude that it creatively and flexibly responds to ever-changing socio-economic challenges. In practice, these contributions are highly dependent upon the viability of NFE and the context in which it is delivered. This research studied US and Scottish national community education programs, designed for vulnerable and disadvantaged youth, in order to examine NFE. As a comparative case study, the research developed a model of NFE from the literature reviewed. This model was applied to explain and analyze governance, the use of social and human capital theories as well as other important concepts related to each program. Interviews (with policy leaders, community level program administrators and young people) as well as national and local documents informed the analysis. The top-down construct of community education programs demonstrated that policy influenced implementation within communities. Community level administrators could also plan programs, however, within the limits of policy. Both case studies were primarily similar in their norms and goals but also had interesting differences at national and local levels. The findings showed how history, western ideologies and youth narratives have a pervasive impact on programs. The case studies revealed contributions of NFE to lifelong learning, seen through the lens of social and human capital. Furthermore, a critical discussion was interwoven throughout the thesis and revealed challenges and tensions at all levels of the model. NFE is a complex and variable concept, and it continues to struggle for legitimacy and recognition within the wider education narrative. However, NFE’s relationship with government policy, its use within communities and the experienced outcomes for youth are testament that it is integral and influential within the narrative. Further NFE research and practices should be encouraged in order to understand its role and impact. There is an emphasis made here to expand the research on NFE because socio-economic inequality, concerns about youth transition and the importance of learning beyond the formal educational sector are universal and consistent issues.

Esta tese investiga as Representações Sociais de violência em jovens da camada popular e a descontinuidade na violência a partir da inserção em Organizações Não Governamentais, cuja proposta seja prevenir e/ou suspender a violência. Nortearam o trabalho os objetivos de interpretar a cultura das ONGs pesquisadas a partir das concepções de juventude que as atravessam e a relação com as formas de promover o atendimento do público juvenil; compreender os significados das representações sociais de jovens sobre a “cultura da violência” e dos indicadores da apropriação da condição de sujeitos de direitos, com reflexos na descontinuidade na relação com a violência. O pressuposto defendido é que a relação dos jovens com a violência passa por descontinuidades a partir das oportunidades que atendem às necessidades juvenis e da compreensão da condição de sujeito de direitos. O arcabouço teórico do trabalho articula as abordagens da Teoria das Representações Sociais proposta por Moscovici; da Sociologia da Juventude com apoio em Margulis, Pais, Sposito, Abramo, entre outros, considerando a paradoxal relevância conquistada pela juventude na sociedade ao lado das tradicionais concepções negativas sobre os jovens; as visões antropológica, sociológica e filosófica de cultura e de violência(s) a partir de Arendt, Chauí, entre outros; a explicitação de violência fundadora, conforme René Girard; as nuances da exclusão, segundo Robert Castel; a definição de carência, necessidades e desejo, segundo Heller. A juventude é abordada considerando sua inserção no mundo contemporâneo e caracterizada a partir dos pressupostos do Estatuto da Criança e do Adolescente. O binômio juventude e violência, a cultura das ONGs – locus da pesquisa, as representações sociais manifestadas pelos jovens sobre violências e a aproximação da condição de sujeitos de direitos, são objeto de discussão. A pesquisa qualitativa integrou observações etnográficas; a constituição de grupos de conversação, um em cada ONG, e um grupo de controle com jovens não participantes de ONGs; entrevistas individuais com jovens e com monitores das ONGs, sobre práticas que facilitaram o entendimento da condição de sujeitos de direitos. Os grupos de conversação registraram experiências dos jovens enquanto vítimas e autores de violências, sentimentos, propostas, necessidades, bem como os entendimentos mais amplos sobre a sociedade. A análise dos indicadores empíricos deu-se em três níveis: o primeiro envolveu a análise da cultura das ONGs, identificando as conceituações de jovem em situação de vulnerabilidade a que se filiam e como interpretam as necessidades juvenis e a condição de sujeitos de direitos. O segundo se debruçou sobre as representações sociais de violência, levando em conta as hegemônicas, emancipadas e polêmicas. Houve predomínio das representações hegemônicas de violência, as quais foram organizadas por problemáticas como violência e machismo, preconceito, abuso de poder, violência vivida como aventura, furto, entre outras. O terceiro nível de análise deu-se sobre a descontinuidade nas representações sobre violência(s) e seu efeito na condição de jovens como sujeitos de direitos, indicando que há os que demonstram iniciativas para transitar pela sociedade com civilidade, capacidade para acionar o protagonismo positivo cotidiano e articular redes possíveis. As reflexões e recomendações finais remetem ao fortalecimento da educação não escolar conectado ao aprofundamento do conhecimento sobre as necessidades dos jovens e à constituição de estratégias preventivas e em rede. Esperamos haver contribuído com o reconhecimento do longo caminho a ser articulado em prol da constituição dos jovens como sujeitos de direitos. / This thesis investigates the social representations of violence, by young people from popular layer and their discontinuity starting from the insertion in Non-Governmental Organizations, which proposal is to prevent and/or to suspend the violence. The objectives that orientate the work are: to interpret the culture of the researched NGOs starting from youth's concepts that cross them and the relationship with the forms of promoting the juvenile public's service; to understand the meanings of the young’s social representations on the "culture of the violence" and of the appropriation indicators, by them, of the subject of rights’ condition, with reflexes in the alteration of the relationship with the violence. The defended presupposition is that the relationship between young people with the violence discontinues starting from the understanding the condition of subject of rights, through opportunities that assist the juvenile needs. The theoretical outline of the work articulates the approaches of the Social Representations Theory proposed by Moscovici; the Youth's Sociology supported by Margulis, Pais, Sposito, Abramo, among others, considering the paradoxical relevance conquered by the youth in the society beside the traditional negative concepts about the young people; the anthropological, sociological and philosophical visions of culture and violence starting from Foucault, Arendt, Chauí, among others; the explicitness of founded violence, according to René Girard; the exclusion nuance, as stated by Robert Castel; the definition of lack, needs and desire, according to Heller. The youth is approached considering its insertion in the contemporary world and characterized starting from the presuppositions of the Child and Adolescent’s Statute. The binomial youth and violence, the culture of NGOs (the research locus), the representations manifested by the young people about violence and their discontinuity due to the approach to the condition of subject of rights, these are objects of discussion The qualitative research integrated ethnographies observations; the constitution of focal groups, one in each NGO, a control group with young people nonparticipants of NGOs and individual interviews in order to register the representations about violence, and with monitors of NGOs, on practices that facilitated the understanding to the condition of the subject of rights. The focal groups registered the young people’s experiences while victims and authors of violence, feelings, proposes, needs, as well as wider understandings about the society. The analysis of the empiric indicators happened in three levels: the first one involved the analysis of the NGOs´ culture, identifying the understandings about young people in situation of vulnerability that cross them and how they interpret their needs and the condition of subject of rights. The second one leaned over the social representations of violence taking in consideration the hegemonies, emancipated and controversies. There was prevalence of the hegemonic representations of violence, which were organized by problems such as violence and sexism, prejudice, abuse of power, violence as a type of adventure, theft, among others. The third analysis level was about the discontinuity in the representations of violence and the effect in the young people condition as subject of rights, indicating that some of them take initiatives moving through the society with civility, with capacity to work the daily positive protagonism and to articulate possible nets. The final reflections and recommendations referred to the fortification of the non-formal education connected to the deepen knowledge about the young people needs and to the constitution of preventive strategies and in net. We hoped that we have contributed with the recognition of the long path to be articulated on behalf of the young's constitution as subject of rights.

Criado pelo Governo Federal, em 2008, o Projovem Adolescente Serviço Socioeducativo vem sendo executado de forma descentralizada e através de parcerias que envolvem o Governo Federal e governos de administrações locais. De natureza socioeducativa, compreendemos o Projovem Adolescente como uma iniciativa pública que propõe adensar e diversificar os processos de socialização secundária e ampliar os suportes de determinados segmentos da juventude brasileira, mediante (re)inserção do jovem no sistema escolar e o oferecimento de atividades de educação não formal. A partir de inquietações profissionais da pesquisadora, o estudo visou (1) compreender os processos de implantação e implementação da versão do Projovem Adolescente Serviço socioeducativo, num território específico da cidade de Ribeirão Preto; (2) verificar os interesses e as opiniões dos sujeitos que interagiram com as atividades socioeducativas e ainda; (3) levantar as contribuições daquela iniciativa pública aos jovens homens e mulheres que tiveram interesse em acessar e fruir das ações educativas de natureza não formal ou não escolar sob a perspectiva da socialização secundária e dos suportes. O estudo é de natureza qualitativa, no qual realizamos levantamento e leitura de obras pertinentes às temáticas centrais da pesquisa, formulamos e aplicamos questionário estruturado com 47 jovens que participaram das atividades socioeducativas do Projovem nos anos de 2008 a 2012, realizamos entrevistas semiestruturadas com quatro (4) profissionais representantes da geração adulta que interagiram com aqueles jovens; e investimos em atividades de observação. O conjunto dos dados obtidos por meio dos procedimentos mencionados foi analisado, a partir de referências situadas nos domínios das Ciências Sociais. Os resultados indicaram que as etapas de implantação e desenvolvimento dos Coletivos socioeducativos do Projovem Adolescente em diferentes bairros de Ribeirão Preto, especialmente no bairro Quintino II, foram marcadas por problemas de diferentes ordens: estruturais, de recursos humanos, e dificuldades dos responsáveis diretos em estabelecer parcerias com os setores municipais e demais instituições, em especial com os gestores das unidades escolares. Já os resultados da aplicação dos questionários, da observação e das interações com os sujeitos jovens, demonstraram que o poder público local não proporcionou espaços e condições adequadas para os jovens viverem a condição juvenil com qualidade. Ao ingressar nas atividades socioeducativas da Estação do Alto, no bairro Quintino II, os jovens buscavam ampliar as opções de socialização secundária, principalmente aquelas direcionadas à capacitação para a inserção no trabalho formal, de acesso às atividades culturais, de lazer e ocupação do tempo livre e adensar a rede de amizades. Para os jovens que permaneceram nas atividades socioeducativas da Estação do Alto, eles tiveram suas experiências juvenis mais diversificadas, pois puderam expandir os quadros socializadores e contar com o suporte possibilitado pelas interações intergeracionais e o grupo de pares. Por outro lado, os jovens que não permaneceram nas atividades do Projeto, relataram que se desinteressaram pelas atividades educativas em virtude de sua fragilidade, por que não viram suas necessidades ou demandas contempladas, por que encontraram na esfera do trabalho, no matrimônio, na maternidade ou no mundo do ilícito outras referências significativas e socializadoras. / Created by the Federal Government in 2008, the Projovem Adolescente Socio-educational Service project has been carried out in a decentralized manner and through partnerships which involve the Federal Government and local administration governments. Socio-educational in its nature, we understand the Projovem Adolescente project as a public initiative which aims to intensify and diversify the secondary socialization processes and amplify support to certain layers of the Brazilian youth, through (re)insertion of the young subjects into the educational system and the provision of non-formal educational activities. Based on professional observations and inquiries from the researcher, this study aimed to (1) understand the processes of implantation and implementation of the version of the Projovem Adolescente Socio-educational Service project, in a specific territory of the city of Ribeirão Preto; (2) verify the interests and opinions of the subjects that interacted with the projects socio-educational activities and; (3) bring up the contributions of this public initiative to young people men and women who were interested in taking part and enjoying the non-formal educational actions under the perspective of support and the secondary socialization. The study has a qualitative nature, and in it we reviewed and studied the literature concerning the core themes of the research, formulated and applied a structured questionnaire with 47 young people who participed in the socio-educacional activities of Projovem between the years 2008 and 2012, we conducted semi-structured interviews with four (4) professionals representatives of the adult generation who interacted with the young people, and we invested in observation activities. The data collected by means of the aforementioned procedures were analyzed from references placed in the domain of the Social Sciences. The results indicated who that the stages of implementation and development of the socio-educational Collectives of the Projovem Adolescente project in different neighborhoods of Ribeirão Preto, specially Quintino II, showed important problems of different natures: structure, human resources, and difficulties of those directly in charge in establishing partnerships with city offices and other institutions, specially school unit principals. On the other hand, the results of the questionnaires, the observations and the interactions with the young subjects demonstrated that local government did not provide adequate space and conditions for young people to live juvenile condition with quality. Entering in the socio-educational activities of the Estação do Alto, in the Quintino II neighborhood, young people made an effort to broaden their options of secondary socialization, especially those aimed at the preparation for work-market inclusion, cultural activity and leisure access, free time activities, and friendship network improvement. For young people who remained in socio-educational activities at the Estação do Alto, they had more diverse youth experiences, because they were able to broaden their socializing scenes and count on the support provided by the intergenerational group of peers. On the other hand, young people who did not remain in the project activities stated lack of interest for the educational activities due to their weakness, because they didnt see their needs or demands satisfied, or because they found in the work environment, in matrimony, in maternity or in the sphere of illegality other significant and socializing references.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Neste estudo aborda-se a qualificaÃÃo profissional de jovens considerando-a como um espaÃo produtor de significados. Buscou-se nessa perspectiva, analisar o significado do trabalho para jovens entre 18 e 28 anos que participaram do PRONATEC/BSM â Programa Nacional do Acesso ao Ensino TÃcnico e Emprego/Brasil sem misÃria no municÃpio de Sobral â CE. O programa tem como objetivo atender pessoas em situaÃÃo de baixa renda e vulnerabilidade social, desarte optou-se por pela perspectiva da pobreza como fenÃmeno multidimensional. O procedimento de coleta dos dados foi realizado por meio de 25 entrevistas semiestruturadas individuais para identificar a centralidade, os atributos valorativos, os atributos descritivos e a hierarquia dos atributos do trabalho. As entrevistas foram gravadas e submetidas ao software IRAMUTEQ, com utilizaÃÃo da nuvem de palavras e anÃlise de similitude. Os achados indicaram que os jovens participam de qualquer curso seguindo uma Ãtica generalista, acreditando que assim serÃo inseridos no mercado de trabalho. A inserÃÃo està atrelada a ter condiÃÃes financeiras para custear o ensino superior e isso depende de conseguir um emprego em uma empresa de calÃados especÃfica que possui convÃnios com faculdades particulares. Nos resultados sobre o significado do trabalho identificou-se que trata-se de algo central na vida dos jovens pesquisados e deve oferecer um bom ambiente, boas condiÃÃes materiais, espaÃo para a realizaÃÃo pessoal e uma forma de sobrevivÃncia. Os jovens pobres percebem o trabalho como algo estressante, que causa sofrimento devido aos conflitos com os veteranos, possui ritmo acelerado e à repetitivo. Para os jovens pobres o trabalho nÃo à apenas uma forma de sobrevivÃncia, como identificado na literatura, indicando que os valores em relaÃÃo ao trabalho estÃo se modificando. No que tange ao PRONATEC, o programa necessita de um estudo mais aprofundado sobre o seu impacto e as possibilidades de empregabilidade para a populaÃÃo jovem. Por meio dos resultados, novas estratÃgias devem ser consideradas para melhorar as polÃticas pÃblicas de inserÃÃo laboral visando, assim, adequar a inserÃÃo no mercado de trabalho de jovens por meio da orientaÃÃo profissional. / This study addresses the professional qualification of young people considering it as a meaning-producing space. The aim of this study was to analyze the meaning of the work for young people between 18 and 28 years of age who participated in PRONATEC/BSM - National Program of Access to Technical Education and Employment/Brazil without poverty in the municipality of Sobral - CE. The program aims to assist people in situations of low income and social vulnerability, disciple was chosen for the perspective of poverty as a multidimensional phenomenon. The data collection procedure was performed through 25 individual semi-structured interviews to identify the centrality, the evaluative attributes, the descriptive attributes and the hierarchy of the attributes of the work. The interviews were recorded and submitted to IRAMUTEQ software, using word cloud and similarity analysis. The findings indicated that young people participate in any course following a generalist view, believing that this will be inserted in the labor market. The insertion is linked to having the financial conditions to pay for higher education and this depends on getting a job in a specific footwear company that has agreements with private colleges. In the results about the meaning of the work, it was identified that this is a central thing in the life of the young people surveyed and should offer a good environment, good material conditions, space for personal fulfillment and a way of survival. Poor young people perceive work as stressful, causing distress due to conflicts with veterans, fast paced and repetitive. For poor young people, work is not just a form of survival, as identified in the literature, indicating that values in relation to work are changing. With regard to PRONATEC, the program needs a more in-depth study on its impact and employability possibilities for the young population. Through the results, new strategies must be considered in order to improve the public policies of labor insertion, aiming at adjusting the insertion in the labor market of young people through professional orientation.

O trabalho apresenta resultados da pesquisa de mestrado, na qual investigou-se a respeito das contribuições do fazer teatral (educação não escolar) à socialização, independência e autonomia de jovens entre 17 e 29 anos, em um curso de teatro oferecido por organização não governamental inserida em espacialidade urbana da região do nordeste do estado de São Paulo. No estudo, de natureza qualitativa, predominaram a observação livre e a realização de entrevistas de tipo compreensiva. Aportes teóricos das áreas das Ciências Sociais, das Artes/Teatro e da Educação orientaram todas as fases da pesquisa, em especial a compreensão das experiências individuais, sociais e culturais dos jovens. Os resultados apontam que o engajamento dos jovens diversifica e adensa seus processos socializadores e permite-lhes construir uma visão de mundo e tecer um mundo diverso de seus familiares, grupos religiosos, escolares, entre outros, constituindo-se em uma prática educativa que vai além da transmissão de técnicas, saberes e conhecimentos próprios da linguagem teatral. / This paper presents results of research that focuses on the contributions of the theatrical creative process to the socialization, individualization and autonomy of young people in educational spaces outside of formal schooling. The study focuses on young people, aged between 17 and 29, who attend introductory theater classes in a non-governamental organization located at a urban spaciality in the northeastern region of the State of São Paulo. The study is based on qualitative data grounded on contributions from the areas of Social Sciences, Theater and Education. In field works were adopted methodological procedures as direct observation, the recording in a field diary, and the realization of \"reflective interview.\" The results suggest that experience increases the diversification of socialization processes, autonomy and individuation of the young people and shows to be an educational practice that goes beyond the transmission techniques, own knowledge of theatrical language.