The aims of this study were to define an Australian boarding school, provide a summary of international and Australian boarding school literature, and complete a small-scale qualitative investigation of students' views in a co-educational boarding school. At first glance, it appeared that contemporary Australian boarding schools were a reproduction of the influential public boys' schools of Great Britain. Although there have been a number of histories of Australian independent schools, the boarding element has often been portrayed as Dickensian and remains an overlooked area of educational research. In particular, the literature available about Australian residential schooling over the past 20 years has been limited to a handful of significant studies by Cree and Trimingham Jack. In this study 45 Australian and overseas students were asked to write memoirs of 4-5,000 words about their boarding experience emphasising their thoughts, feelings and aspirations. The limitation was that all respondents were full-time boarders for at least one year when the questionnaire-survey was completed. The memoir-based humanistic approach of the Polish- American sociologist Florian Znaniecki, as developed for the analysis of personal and group social systems in the culturally diverse context of Australia by J. J. Smolicz, was employed to interpret the memoir data. The memoir method has been well documented in Australia, as a means of collecting and analysing concrete and cultural facts, mainly in relation to the study of minority ethnic groups and their cultural actions. The humanistic approach emphasized that the researcher must accept cultural phenomena from the viewpoint of its participants and not from that of an outside observer. In the present study, this approach permitted the researcher to understand the experiences and attitudes of individual students towards an Australian co-educational boarding education through their own eyes. The memoirs analysed were generated from 26 concrete questions, which revealed place-of-birth, ethnic identity, and languages spoken at home. This provided the researcher with verifiable information about the everyday lives of the respondents. The second half of the memoirs required response to 23 questions - these yielded cultural data. These questions required students to reflect on their situation, attitudes and experiences of boarding as a system of education. This information could only have been provided by the participants themselves and gave the researcher direct access to the memoir writers' individual and group consciousness. The study discovered that a number of the students were in the process of re-evaluating and re-interpreting the advantages and disadvantages of boarding school as a social system transmitted to them by parents, friends, family, and teachers. The respondent's personal statements revealed that the relationships among students and among students and staff in the boarding House tended to be primary in nature, in that they were personal, informal, and involved the entire human personality. From these data, it appeared that the success of a boarding school was determined by the personal atmosphere, support, and comfort of the boarding House. Consideration of the empirical data found that 43 of the 45 respondents' memoirs believed that their overall experiences at the research boarding school were positive. Negative observations stressed the pressures of homesickness, tedium of school life and a lack of freedom thereby supporting Goffman's view of a "total institution". The majority of students' memoirs were ambivalent towards religion at the research school. Nevertheless, 11 stressed its significant implication in their day-to-day lives. The memoirs suggested that an education at the research boarding school was a crucible that forged students through a variety of experiences, positive and negative, individual and collective, for life. Overall, the memoirs support the observation that boarding school acts as a social system for the acceptance of new cultural values, such as the cultural diversity respondents' experienced in their lives at boarding school. The study revealed an attitudinal shift in the group that welcomed the cultural pluralism of the school and recognised the cultural monism of the home. These memoirs revealed that boarding school was a significant factor in fostering independence and embracing cultural diversity as experienced in the crucible of the boarding school. These findings challenged the popular maxim that an Australian residential education was an anachronistic, inflexible, colonial-British model and suggested that it has the potential to act as a system of education that prepares its students for the challenges of life. / Thesis (Ph.D.)--School of Education, 2004.

323f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-10-09T17:56:58Z No. of bitstreams: 1 TESE Educar para internar. Colégios-Internatos no Brasil (1840-1950).pdf: 7166951 bytes, checksum: b7e39d81f7c93e8fd7d8580ba722ca79 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2013-10-30T17:59:42Z (GMT) No. of bitstreams: 1 TESE Educar para internar. Colégios-Internatos no Brasil (1840-1950).pdf: 7166951 bytes, checksum: b7e39d81f7c93e8fd7d8580ba722ca79 (MD5) / Made available in DSpace on 2013-10-30T17:59:42Z (GMT). No. of bitstreams: 1 TESE Educar para internar. Colégios-Internatos no Brasil (1840-1950).pdf: 7166951 bytes, checksum: b7e39d81f7c93e8fd7d8580ba722ca79 (MD5) / Este estudo trata dos internatos na sociedade brasileira e, especialmente, sergipana, tomando como objeto os colégios-internatos, no período que se estende de 1840 a 1950. A pesquisa, utilizando abordagens culturais da história social, destaca os escolares na condição de internos (pensionistas), os espaços de internamento, as práticas culturais, os debates e as funções sociais dos internatos. A operação historiográfica consistiu em separar, reunir e transformar em documentos históricos as informações coletadas, efetuando os cruzamentos entre essas informações e/ou indícios encontrados. Para responder aos questionamentos propostos foram utilizadas fontes diversas, como relatórios, teses doutorais, almanaques, revistas, prospectos e estatutos de colégios, livros de viajantes, romances, entre outras. O internato brasileiro não ficou imune a críticas. Entre os problemas apontados pelos intelectuais, as condições físicas e de higiene do internato, especialmente os dormitórios, ocupavam um lugar de destaque. Os médicos, preocupados com questões higienistas, em suas teses de doutoramento do século XIX e início do século XX, alertavam para as insalubridades físicas e moral dos internatos e apresentavam propostas para o funcionamento higiênico destes. Os internatos foram defendidos e até utilizados na instrução pública, principalmente visando ao desenvolvimento do ensino secundário. Contudo, foi na instrução particular onde os internatos se desenvolveram utilizados por famílias ricas e médias da população para promover a instrução de seus filhos. Nos internatos, os estudantes encontravam cama, comida (pensionato) e instrução (aulas, repetições, exercícios suplementares e direção dos estudos). No século XIX, existiam pequenos internatos constituídos como uma empresa familiar e grandes internatos, instalados em casas residenciais adaptadas, em sobrados ou em prédios planejados para servirem como colégios-internatos, com vastos cômodos capazes de acomodar um grande número de pensionistas. Em Sergipe, no século XX, a história dos internatos é marcada pela permanência de pequenos internatos de organização ―familiar‖ e pelo surgimento de colégios-internatos instalados em prédios adaptados ou em edifícios-internatos. Enfim, a educação dispensada nos internatos, apesar das críticas desfavoráveis, serviu como estratégia educativa de famílias ricas e classes médias e estabeleceu distinção a esses segmentos sociais por meio de constante formação de princípios culturais que contribuíram para a perpetuação de privilégios de classe. This study is about boarding schools in Brazilian society and especially, sergipana society, taking as an object the boarding schools, from 1840 to 1950. The research which uses cultural approaches of social history emphasizes the scholars under the condition of resident students (pensioner), the spaces in boarding schools, the cultural practices, the debates and the boarding school students‘ social jobs. The historical operation consisted of separating, organizing and transforming the collected information into historical documents, and crosschecking such information with other facts found. As to answer the proposed questions several sources were used like reports, doctors‘ dissertations, almanacs, magazines, prospects, schools‘ internal rules, travelers‘ books, novels, among others. The Brazilian boarding school system was also criticized. Among the problems mentioned by intellectuals, the boarding school‘s physical and hygiene conditions, especially the dormitories were on spot. The doctors, worried about hygiene aspects, in their doctorate dissertations from XIX century and beginning of XX century, used to mention the resident students‘ physical and moral hazards and they used to propose suggestions for a better hygienic environment. The resident students were defended as well as used in public instruction, mainly aiming at developing the secondary schools teaching. However, it was in private instruction where resident students developed themselves used by rich and middle-class families‘ population to promote their children‘s education. In the boarding schools, the scholars used to have accommodation, food and instruction (classes, repetitions, supplementary exercises and instructions on how to study). In the XIX century, there were small boarding houses like a family company and big boarding schools, located in adapted houses, old houses or buildings planned to be used like boarding schools with a lot of rooms which could house a great number of pensioners. In Sergipe, in the XX century, the boarding houses‘ history is characterized by the existence of small family boarding houses and by the appearance of boarding schools located in adapted buildings or in boarding school buildings. So, education given to boarding schools students, despite the unfavorable criticism, served like an educational strategy of rich and middle-class families and established a distinction to such social groups through constant development of cultural principles which contributed to the class privileges perpetuation. / Salvador

Magister Public Health - MPH / Background: Millennium Development Goal 7 was to ensure environmental sustainability by aiming to halve the proportion of people without sustainable access to basic sanitation and safe drinking water by the year 2015. The 2015-MDG Report estimated that the use of improved sanitation rose from 54% to 68% globally, but the target of 77% was not met, and that implies slowing the progress in the health and education sectors. Although Malawi has made significant progress in increasing access to safe water and improved sanitation in comparison to other Sub-Saharan African countries, disparities in improved water supply and sanitation within Malawi remains a challenge. In Malawi, only about a quarter of all schools have improved latrines with a ratio of one latrine for every sixty learners. While the water and sanitation situation in primary schools of Malawi is reported to be making progress, such progress remains unreported in secondary schools. Aim: The purpose of this qualitative study was to provide insight on the water and sanitation situation in secondary schools by understanding factors that influence learners' use of the water and sanitation facilities and personal hygiene practices in a girls' boarding secondary school in Zomba District, Malawi. Methodology: This study employed a descriptive qualitative study design using individual interviews, focus group discussions (FGDs) and observations. A purposive sample consisting of 12 learners participated in two FGDs, while individual interviews were conducted with 6 prefects, 2 teachers responsible for sanitation at the school and 1 matron. The FGDs and individual interviews were targeted at exploring these participants' perceptions, experiences, challenges faced in the use of water and santation facilities and perceptions of appropriate interventions to improve hygiene practices and utilization of sanitation services. Thematic analysis was used to analyze the data. Findings: The findings indicate that there were several factors that influenced learners' use of water and sanitation and their hygiene practices at the school. One of the main challenges was the irregular supply of safe water by the Southern Region Water Board which meant that alternate sources of water, which was not always potable, had to be used instead. Poor water and sanitation infrastructure and facilities including lack of privacy in shower cubicles and the poor condition of the incinerator that is meant for disposal of sanitary pads were other challenges facing the learners. There were also insufficient toilets and shower cubicles for the number of learners at the school. A good number of learners knew the importance of hand washing for their personal health at school, but limited accessibility to running water compromised their hand washing practices and personal hygiene including menstrual hygiene. Conclusion: It can be concluded that the challenging factors occur at the macro, meso and micro levels but more importantly that these levels are interrelated and impact on one another, emphasising the complexity of the water and sanitation situation in the study school, but could most likely also be the situation at other schools in Malawi. Therefore multi-level interventions will have to be put in place to address these challenges. Recommendations: The present study recommends that at macro level the Department of Education should provide an enabling environment and political will to facilitate development of a multi-sectoral approach that would complement the school operation rules to improve the adequacy of the water and sanitation facilities and hygiene practices. In addition, the Southern Region Water Board should ensure a reliable supply of safe water to the school and provide better infrastructure of piped water. At meso level (school organisational level), the school management should take more responsibility for maintaining the infratstructure. In addition, the school-board, the school management and parents'-teachers' association and learners should form a committee to discuss and implement strategies that would enhance the learner's use of water and sanitation facilities at the school and ensure their privacy and dignity. At micro level, the school, the communities including families and religious leaders should encourage personal hygiene practices repeatedly amongst everybody.

No description available.

The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding and day school in the United States. Data collection included semi-structured interviews of five current students, a faculty and staff questionnaire, and an analysis of the schedule of events for the new boarding student orientation. The data was analyzed using the inductive method for data analysis. The data showed that Chinese students face challenges in four key areas: 1) academic adjustment; 2) social adjustment; 3) emotional support; and 4) developing autonomy. Differences between Chinese culture and American culture provide challenges across the four key areas, leading culture to be best suited as a lens for analyzing the challenges faced by Chinese students transitioning to life at an American boarding school. There should be continuing research to identify the challenges faced by other ethnic and cultural groups in adjusting to life at boarding schools.

In order to understand a sentence fully, one must understand its parts and the way they work. A complete sentence, in its most simple form, is a substantive with a verb in agreement. Additions to this sentence may include other substantives and verbs, but most additions are modifiers, either adjectival or adverbial. These modifiers should enhance the substantive and its verb, elevating their existence within the sentence. However, modifiers may also detract from the substantive and verb. This occurs when the substantive and verb become lost among the additions. A simple, easily understood complete sentence, i.e. a sentence containing only a substantive with a verb in agreement, becomes with the addition of too many modifiers that are not really necessary a foudryant expression that is difficult, although not impossible to diagram for the purpose of grasping the relationships between words that are, in their present state, convoluded by the addition of modifiers within and without clauses, to decipher. In other words, too many modifiers make a sentence difficult to understand. While the simple complete sentence is concise by its very nature, a concise sentence may contain much more than a substantive with verb. A concise sentence contains the essential and whatever else, if anything, to elevate the essential. Modifiers are not bad per se, but modifiers must remain just that: modifiers. They must be chosen carefully and remain secondary to the essential (provided that their primacy is not the intent). Modifiers and their use within a sentence are distinguishing factors between carefully crafted prose or poetry and misleading verbosity. The beauty of the concise sentence is its ability to express the most while using the least. The same can be true for architecture. For this thesis I looked to the substantive for establishing a connection between a project and the existing architecture of its site. [Vita modified March 5, 2012. GMc] / Master of Architecture

Visant « les élèves d’origine modeste », particulièrement les élèves venant d’établissements d’éducation prioritaire et de quartiers de la politique de la ville, le dispositif des internats d'excellence, issu du Plan Espoir Banlieues (2008), se donne pour but de promouvoir l’égalité des chances et de favoriser la mixité sociale au sein des établissements. Cette thèse propose une analyse qualitative de ce dispositif à partir de l'expérience adolescente. Grâce à un travail de terrain (observations, entretiens, questionnaires et analyse des dossiers scolaires) réalisé pendant deux ans dans un internat d'excellence, il sera question de montrer comment les adolescents, considérés comme des acteurs, se réapproprient les différents objectifs du dispositif. Nous réfléchirons ainsi à ce que le dispositif fait à l'expérience adolescente : les adolescents modifient leur sociabilité, leurs loisirs et leur travail scolaire, mais pas toujours comme le dispositif l'aurait espéré. Dans le même temps, nous verrons alors que l'expérience adolescente interroge le dispositif et interpelle sur ses zones d'ombre. / Intended for « pupils of disadvantaged backgrounds », especially pupils from educational priority zones and underprivileged urban areas, the dispositif of internats d’excellence (Boarding schools for excellence), created by the Plan « Espoir banlieues » (2008), aims at promoting equality of opportunities and social diversity within school structures. This thesis offers a sociological qualitative analysis of this dispositif through teenage experience. By means of fieldwork (observations, interviews, questionnaires and analysis of schoolrecords) in one internat d’excellence during two years, we will show how teenagers, considered as actors, appropriate the different objectives of the dispositif. We will consider how the dispositif affects teenage experience : teenagers change their sociability, their hobbies and their schoolwork, but not always in the way planned by the dispositif. At the same time, we will see that teenage experience questions the dispositif and reveals its grey areas.

Student Number : 0413402D - MA research report - Faculty of Humanities / This research report focuses on how Kekelwa Nyaywa, a Zambian novelist has represented Zambian women within a span ranging from the colonial up to the independence period. Within the first chapter, a brief history of the Zambian nation is highlighted and a theoretical framework established. Chapter two engages with Nyaywa’s use of romance to make a commentary on the idea of nationalism. By so doing she redefines the concept of romance which has invariably been associated with ‘frivolity’. The third chapter revolves around Chipembi boarding school which the author uses to feminize key issues in the Zambian society. The pivot of the chapter is that this space is a metaphor for women’s liberation in Zambia. HIV/AIDS fueled by a ‘macho syndrome’ emerges in the fourth chapter as the single biggest threat to Zambian women’s lives. Finally, the conclusion investigates the trends of feminism that the author foregrounds in the book.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-08T12:55:06Z No. of bitstreams: 1 2011 - Aessandra Xavier de Morais.pdf: 1313263 bytes, checksum: 181080371f025600731b80924ed5cef6 (MD5) / Made available in DSpace on 2016-08-08T12:55:06Z (GMT). No. of bitstreams: 1 2011 - Aessandra Xavier de Morais.pdf: 1313263 bytes, checksum: 181080371f025600731b80924ed5cef6 (MD5) Previous issue date: 2011-03-29 / This study is the result of a survey among boarders of the Federal Institute of Pernambuco ? Vit?ria de Santo Ant?o Campus. The work had its foundation on theorists that discuss the boarding school regime, who enabled us to understand the boarding school from a scientific perspective; and, in a more romantic perspective, in the light of literary art. We also looked for evidences to an understanding of the adolescent period, as the boarders belong to this age group. We sought to study and understand the psychosocial identity of adolescents undergone to the boarding school regime of the Vit?ria de Santo Ant?o Campus, and this is our object of study. The admission of an adolescent to boarding school, especially when it has an agricultural profile, is of particular peculiarity. Coming from rural areas and children of farmers, these adolescents experience intense aspects in their new dynamics of life in a boarding school, being bordered by instabilities. We used as strategies of research the documental analysis, interviews, photographs, reports based on observations from our professional experience in the establishment, as well as the focal group to collect data with the boarders. We examined the records from the group of students surveyed, an instrument that allowed us to study the psychological dynamics of these subjects, showing feelings and emotions, as well as the arguments that express rationality. The data treatment was done in accordance with the categorization of statements that have emerged in the focus group, being treated in the light of the content analysis. From the material obtained, we concluded that, despite all the difficulties concerning the change of life and the family separation caused by the admission to the boarding school regime, students believe that the promising future can only be achieved through technical education, allowing them not only to acquire a knowledge that can be used in their family based production system, overcoming the adverse conditions experienced by their families, but also as a way to have access to a better paying job. We also present a discussion of Brazilian educational policies regarding the agricultural education and the boarding school. We hope that this work can support various professionals of education institutions that also adopt the boarding school regime. / Este trabalho ? o resultado de uma pesquisa realizada junto aos alunos internos do Instituto Federal de Pernambuco - Campus Vit?ria de Santo Ant?o. O trabalho teve seu embasamento em te?ricos que discutem o regime de internato escolar, que nos permitiram compreender o internato numa perspectiva cient?fica; e, numa perspectiva mais rom?ntica, ? luz da arte liter?ria. Buscamos tamb?m elementos para uma compreens?o do per?odo da adolesc?ncia, j? que os internos pertencem a essa faixa et?ria. Procuramos estudar e compreender a identidade psicossocial dos adolescentes submetidos ao regime de internato do Campus Vit?ria de Santo Ant?o, sendo esse nosso objeto de estudo. O ingresso do adolescente em um internato, principalmente quando este tem um perfil como os dos campi agr?colas, se reveste de especial peculiaridade. Oriundos de zona rural e filhos de agricultores, esses adolescentes vivenciam aspectos intensos em sua nova din?mica de vida num internato, situa??o permeada por instabilidades. Usamos como estrat?gias de investiga??o a an?lise documental, entrevistas, fotografias, relatos baseados em observa??es a partir de nossa experi?ncia profissional no estabelecimento bem como o grupo focal para fazer uma coleta de dados com os alunos internos. Examinamos os registros emergentes do grupo de alunos pesquisados, instrumento que nos permitiu estudar a din?mica psicol?gica desses sujeitos, evidenciando sentimentos e emo??es, al?m dos argumentos que expressam racionalidade. O tratamento dos dados se deu de acordo com a categoriza??o das falas que emergiram no grupo focal, sendo tratados ? luz da an?lise de conte?do. A partir do material obtido, conclu?mos que, mesmo com todas as dificuldades em torno da mudan?a de vida e da separa??o familiar ocasionadas pelo ingresso no regime de internato, os alunos acreditam que o futuro promissor s? pode ser alcan?ado atrav?s de uma forma??o t?cnica, possibilitando-os n?o s? adquirirem um saber que possa ser aplicado em seu sistema de produ??o de base familiar, superando as condi??es adversas vividas por suas fam?lias, mas tamb?m como forma de terem acesso a um trabalho de melhor remunera??o. Apresentamos ainda uma discuss?o das pol?ticas educacionais brasileiras frente ao ensino agr?cola e ao internato. Esperamos que este trabalho possa subsidiar diferentes profissionais de institui??es de ensino que tamb?m adotam o internato como regime de perman?ncia.

Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2018-09-28T18:38:48Z No. of bitstreams: 1 Fab?ola_Mattos_Pereira_Tes.pdf: 11933374 bytes, checksum: f94630b46262f7986df8390e4b02812d (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-10-01T13:08:55Z (GMT) No. of bitstreams: 1 Fab?ola_Mattos_Pereira_Tes.pdf: 11933374 bytes, checksum: f94630b46262f7986df8390e4b02812d (MD5) / Made available in DSpace on 2018-10-01T13:12:20Z (GMT). No. of bitstreams: 1 Fab?ola_Mattos_Pereira_Tes.pdf: 11933374 bytes, checksum: f94630b46262f7986df8390e4b02812d (MD5) Previous issue date: 2018-08-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / "Under which terms grant is requested" is a documental ethnography study of intervention practices about poor children, taking as the starting point the documental collection about an agricultural educational institution located in the municipality of Pelotas/RS, Brazil. The Agricultural Educational Institution is about one hundred years old. The expression frequently found in the studied documents, inspires the thesis title. This expression submits deeper bureaucratic process around the selection and inclusion of the students. I tried to investigate in that documents, the voices that, in dialogue with the public power, was documented in the official agencies, with the intention to answer "Who were the students and what were they searching for?" This investigation had an anthropologic way, focused in the individual who was object standarly of government intervention - the poor children and their families. Over those people concerned conceptions, practices, regulations, decisions and rules that not depended on their will, and is about this dynamic that this research pondered, an ethnography the routine lived by boys and girls that found the Visconde da Gra?a Educational Institution. Stablished with the Agricultural Patronage Visconde da Gra?a in the 1920s decade. Nowadays, the Institution works and has boarding school vacancy for young people who wants to live in, but notice the profile stablished to entrance is needed, the first of all, those poorest children as the beginning. Long years go by and the Institution has been going throughout changes as its name, in accordance with government and then changed the working dynamics, and as in the boarding school. Besides the changes in the Educational Institution, this investigation approachs the boarding school as the study object, with the aim of relativize it. Studying the intern dynamics and particularities of boarding school practice in the context of an agricultural Educational Institution, was the way to realize others aspects that could introduce the boarding school over the poverty, of the abandonment and the vulnerability. Without however to leave the perspective that notice the boarding school with the antique strategy and with extensively used for state agents to solve the problem of poor children and their families. / ?Nestes termos, pede deferimento? ? um estudo etnogr?fico-documental das pr?ticas de interven??es sobre crian?as pobres, tomando como ponto de partida o acervo de documentos relativos a uma institui??o de ensino agr?cola na cidade de Pelotas / RS, com quase cem anos de exist?ncia. A express?o, frequentemente encontrada nos documentos estudados, al?m de inspirar o t?tulo da tese, foi reveladora de aspectos mais profundos que cercaram as din?micas burocr?ticas de sele??o e inclus?o. Procurei investigar, nesses documentos, as vozes que, em interlocu??o com o Estado, ficaram registradas nos ?rg?os oficiais, com a inten??o de responder ?quem foram os alunos e o que buscavam??. Este estudo teve uma abordagem antropol?gica, focando sobre aqueles sujeitos que foram tradicionalmente objeto de interven??o estatal ? as crian?as pobres e suas fam?lias. Sobre esses sujeitos, incidiram concep??es, pr?ticas, estatutos, medidas, regulamentos que independiam de sua vontade, e ? sobre tais din?micas que este estudo se debru?ou, procurando etnografar o cotidiano vivido por meninos e meninas que recorreram ao Visconde da Gra?a. Fundada como Patronato Agr?cola Visconde da Gra?a na d?cada de 1920, a institui??o, ainda em funcionamento, mant?m a oferta do internato para jovens que nela desejarem permanecer, desde que observado o perfil estipulado para ingresso, priorizando, tal como em sua funda??o, aqueles mais pobres. Ao longo dos anos, a institui??o passou por diferentes transforma??es em sua nomenclatura, de acordo com as pol?ticas estatais e, viu alteradas suas din?micas de funcionamento, dentre as quais o internato se insere. Mais que apresentar as transforma??es da? decorrentes, esta investiga??o tomou a pr?tica de internamento como objeto de estudo, com a inten??o de relativiz?-la. Observar as din?micas internas e particularidades da pr?tica de internamento, no contexto de uma institui??o agr?cola, foi o caminho que permitiu perceber outros aspectos que justificaram/justificam o internamento, al?m da pobreza, do abandono e da vulnerabilidade, sem contudo, deixar de lado a perspectiva que coloca o internamento como estrat?gia antiga e amplamente utilizada pelos agentes estatais para lidar com o problema das crian?as pobres e suas fam?lias.