Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-19T10:19:41Z No. of bitstreams: 1 Juliana Fonseca de Oliveira Neri.pdf: 2666600 bytes, checksum: 70992a90260dbfd5ee07118564b4bb6f (MD5) / Made available in DSpace on 2018-09-19T10:19:41Z (GMT). No. of bitstreams: 1 Juliana Fonseca de Oliveira Neri.pdf: 2666600 bytes, checksum: 70992a90260dbfd5ee07118564b4bb6f (MD5) Previous issue date: 2018-08-24 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research aims to build knowledge about the presence of Intrafamily Sexual Violence (ISV) within the school in its implications for the school curriculum in order to improve the care of children and adolescents in learning situations. It is referenced in the critical theory of education and in the multicausal and interdisciplinary approach of the phenomenon of domestic violence against the child and the adolescent in its most silenced profile: the intrafamily sexual violence. The research was carried out with inspiration in the methodology of the critical-collaborative action research. It was accomplished through two stages of training conducted in the Municipal Network of Education of São Paulo. The first stage consisted of a round of training meetings with the teams of the Núcleos de Apoio e Acompanhamento da Aprendizagem (NAAPA) - Support and Learning Monitoring Centers - of 11 regional groups, reaching, in addition to the center teams, teachers, principals, assistant principals, pedagogical coordinators, supervisors and members of the social protection network, in a total of approximately 1,970 participants involved. The second stage consisted of a course organized in two regionals, with three groups composed mainly of teachers, but also of supervisors, principals, assistant principals and pedagogical coordinators, totaling 188 participants. The collected data were grouped into categories using content analysis. The analyzed context is marked by curricular public policies of neoliberal character, which are forged from international, national and local impositions (city of São Paulo). These policies proved to be prohibitive and/or cause difficulties in the construction of an emancipatory education aimed to social quality. This work points to the pursuit of curricular justice as an aid to the analysis and possibility of overcoming the curricular violence practiced by the hegemonic proposals of curriculum in coping with ISV. This search presupposes that the curriculum includes two fronts of action with regard to the theme: the preventive actions carried out by the teaching and learning of the rights and the proper referral of each case of ISV, which in turn requires adequate training of school staff and of all the agents of the network for the protection of children and adolescents. As a result of this trajectory, it was observed that the school staff are more sensitive to detect signs of violence, to increase the visibility of the problem and to understand the complexity and multi-causality of ISV, as well as the possibilities of constructing coping actions through the school curriculum. It is also pointed out the socialization of the knowledge built in the training process with all the school staff and the planning of actions / Esta pesquisa objetiva construir conhecimentos sobre a presença da Violência Sexual Intrafamiliar (VSI) no âmbito da escola em suas implicações para o currículo escolar de modo a aprimorar o atendimento de crianças e adolescentes em situação de aprendizagem. Está referenciada na teoria crítica da educação e na abordagem multicausal e interdisciplinar do fenômeno da violência doméstica contra a criança e o adolescente em sua face mais silenciada: o da violência sexual intrafamiliar. A pesquisa foi realizada com inspiração na metodologia da Pesquisa-ação crítico-colaborativa. Concretizou-se por meio de duas etapas de formações realizadas na Rede Municipal de Educação de São Paulo. A primeira etapa consistiu em uma rodada de encontros formativos com as equipes dos Núcleos de Apoio e Acompanhamento da Aprendizagem (NAAPA) de 11 regionais, alcançando, além das equipes dos núcleos, professores, diretores, vice-diretores, coordenadores pedagógicos, supervisoras e membros da rede de proteção social, em um total aproximado de 1.970 participantes envolvidos. A segunda etapa consistiu em um curso organizado em duas regionais, com três turmas compostas majoritariamente por professores, mas também por supervisoras, diretores, vice-diretores e coordenadores pedagógicos, totalizando 188 participantes. Os dados coletados foram agrupados em categorias utilizando-se da análise de conteúdo. O contexto analisado está marcado por políticas públicas curriculares de caráter neoliberal, que se forjam a partir de imposições internacionais, nacionais e locais (município de São Paulo). Essas políticas mostraram-se impeditivas e/ou dificultadoras para a construção de uma educação emancipatória que visa a qualidade social. Este trabalho aponta a busca da justiça curricular como auxílio para análise e possibilidade de superação das violências curriculares praticadas pelas propostas hegemônicas de currículo no enfrentamento da VSI. Essa busca supõe que o currículo inclua duas frentes de atuação no que diz respeito à temática: a das ações preventivas realizadas pelo ensino-aprendizagem dos direitos e a do encaminhamento adequado de cada caso de VSI que, por sua vez, exige formação adequada dos trabalhadores da escola e de todos os agentes da rede de proteção da criança e do adolescente. Como resultado do percurso, observou-se maior sensibilidade dos trabalhadores para detectar sinais de violência, a ampliação da visibilidade do problema e da compreensão acerca da complexidade e da multicausalidade da VSI, assim como das possibilidades de construção de ações de enfrentamento por meio do currículo escolar. Aponta-se, ainda, a socialização dos saberes construídos nas formações com todos os trabalhadores da escola e o planejamento de ações

Text in English / The purpose of this study was to explore factors contributing to poor reporting of rape by school going adolescents. A qualitative descriptive study was conducted among the 16-19 year old school going adolescents in grade 10-12 living in Matsulu Township of South Africa. Data collection was done using audio-taped semi-structured focus group discussions and individual interviews. Non-probability sampling was utilised for the study and purposive sampling was used to identify participants. Content analysis as proposed by Polit and Beck (2012:557) was utilised for this study. The study’s findings indicated that non-reporting of rape by adolescents is linked to structural, psychological, socio-cultural and economic causes. The study recommends that a comprehensive integrated approach should be used. / Nursing Science / M. A. (Nursing Science)

The researcher identified in her work as a social worker that sexually abused adolescents experience difficulties with testifying in court. The goal of this research was directed at developing guidelines to assist adolescents who have to testify in court. The researcher utilised the qualitative research approach with an exploratory and descriptive nature. Semi-structured interviews were done with a sample of adolescents who have testified in court, a sample of parents or caregivers of adolescents who have testified in court and social workers working with adolescents who testify in court. These interviews were conducted to gain insight into how the research participants experienced the court process in order to formulate guidelines for adolescents who have to testify in court. The researcher concluded that adolescents experience testifying in court as negative. Guidelines were developed from the information obtained from the research participants to support adolescents who has to testify in court. / Social work / M.Diac. (Play therapy)

The researcher identified in her work as a social worker that sexually abused adolescents experience difficulties with testifying in court. The goal of this research was directed at developing guidelines to assist adolescents who have to testify in court. The researcher utilised the qualitative research approach with an exploratory and descriptive nature. Semi-structured interviews were done with a sample of adolescents who have testified in court, a sample of parents or caregivers of adolescents who have testified in court and social workers working with adolescents who testify in court. These interviews were conducted to gain insight into how the research participants experienced the court process in order to formulate guidelines for adolescents who have to testify in court. The researcher concluded that adolescents experience testifying in court as negative. Guidelines were developed from the information obtained from the research participants to support adolescents who has to testify in court. / Social work / M.Diac. (Play therapy)