Made available in DSpace on 2016-04-27T14:31:17Z (GMT). No. of bitstreams: 1 Juliana Fonseca de Oliveira Neri.pdf: 1340907 bytes, checksum: 38fdf478b14e073a3b8eecfef5ba71c5 (MD5) Previous issue date: 2013-12-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research aims at studying and pointing towards the possibilities and limits of the school curriculum regarding the identification of domestic violence against children and adolescents (DVCA). The research takes place in the Elementary School in Osasco city, located in São Paulo state, Brazil. For this purpose, the study contextualizes the DVCA problematic within the critical perspective, presenting the conjuncture of Osasco city as well as the main programs which have being adopted in that city from 2011 to 2013. It presents the school curriculum commitment for tackling the DVCA issue, resuming the school social function. It uses focal groups, addressing the theme from different subjects present in school life in order to understand the representations and the factors which influence the school curriculum practices in approaching the issue. The study examines how the articulation of the school occurs with the System for Guaranteeing Children s Rights in the Eco-Political-Pedagogical Projects (EPPPs), the Annual Work Plans (AWPs) and the Annual Institutional Assessments of Education Units (EUs). The findings show possibilities in coping with DVCA through public policies and school actions. Furthermore, suggestions are made for strengthening the protection network of children s and adolescents rights, together with proposals for helping mobilizing different subjects. The conclusion highlights the relevance of considering the articulation and the collective and intersectoral action to deal with the DVCA issue in order to foster a gradual cultural change which regards the child as a subject of rights / Esta pesquisa procura estudar e apontar as possibilidades e os limites do currículo escolar em relação à identificação de situações de violência doméstica contra crianças e adolescentes (VDCA), e o faz no Ensino Fundamental I do município de Osasco. Para isso, contextualiza a problemática da VDCA na perspectiva crítica, apresenta a conjuntura do município de Osasco e os principais programas que vêm sendo adotados nessa cidade nos anos pesquisados: 2011 a 2013. Apresenta o compromisso do currículo escolar no enfrentamento da VDCA, retomando a função social da escola. Utiliza grupos focais abordando o tema a partir dos diferentes sujeitos presentes na vida escolar, de modo a compreender as representações e os fatores que influenciam as práticas curriculares da escola no enfrentamento da questão. Examina nos Projetos Eco-Político-Pedagógicos (PEPPs), nos Planos de Trabalho Anuais (PTAs) e nas Avaliações Institucionais Anuais das Unidades Educacionais (UEs) como tem se dado a articulação da escola com o Sistema de Garantia dos Direitos da Criança. Como resultado, apresenta possibilidades no enfrentamento da VDCA por meio das políticas públicas e de ações da escola, com sugestões para o fortalecimento da rede de proteção dos direitos das crianças e dos adolescentes e com propostas para ajudar na mobilização de diferentes sujeitos. A conclusão indica que se deve considerar a articulação e a atuação intersetorial e coletiva, no enfrentamento da questão da VDCA para promover uma gradativa mudança cultural que leve à consideração da criança como sujeito de direitos

Made available in DSpace on 2016-04-27T14:30:37Z (GMT). No. of bitstreams: 1 MARIA ODETE VIEIRA TENREIRO.pdf: 1684015 bytes, checksum: fc8d4d8ff33da890dd2c49c5add4989c (MD5) Previous issue date: 2011-04-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is dedicated to uncovering the impact of the educational policy of expansion of elementary schooling in the city of Ponta Grossa, Paraná, Brazil. The survey was conducted in 2009 in eight city schools. The chosen methodology was qualitative in approach and in terms of data organization we were inspired by the methodological procedure of Collective Subject Discourse (CSD), which made it possible to gather together individual thoughts of a similar nature into collective thought. In terms of data collection, semi-structured interviews were conducted in each of the selected schools with the school director, school manager and two classroom teachers who worked in the first year, totalling 30 individuals. The aims of this study are: to discuss the referrals that the Ponta Grossa Department of Education defined to organize the times and teaching spaces for the first year of elementary school (nine year-old students); and to understand the impact on elementary schooling of the policy of inclusion for six year-old children in public municipal schools. Chapter 1 outlines the existing work found on the subject that is recorded in the CAPES (Coordination of Improvement of Higher Education Personnel) database as well as pointing out the relevance of this research. Chapter 2 gives a brief history of the 1934 Constitution until the Constitutional Amendment 059/2009. Chapter 3 discusses the foundations of theoretical and methodological research, the paths followed in the search for empirical data, and the personal characteristics and professional training of those participating in the survey. Chapter 4 contains the core of the study and therefore includes the voices of the participants and an analysis of their discourses drawn from a reading of the didactic material. This provides not only the voices of the participants but also an interpretation of their discourses. Finally, the research shows that including children in school at the age of nine requires a political, administrative and pedagogical approach and the absence of these three factors makes it difficult to establish a policy. By ensuring that all children from the age of six have access to compulsory education is undoubtedly an opportunity to safeguard a right of citizenship. The survey also shows that the cut-off age for enrollment of children in the first year of elementary school inhibits the possibility of some children entering school. Among other results, we highlight: the need for a better physical structure to receive the children; pedagogical clarity regarding the work in year 1, the interplay between issues of early childhood education and elementary schooling; investment in training for teachers and all who work in schools, and fewer children in classrooms / O trabalho está voltado para desvelar os impactos pedagógicos da política de ampliação do Ensino Fundamental no município de Ponta Grossa Paraná. A pesquisa foi realizada no ano de 2009, em oito escolas municipais. A opção metodológica foi a da abordagem qualitativa, e para a organização dos dados, inspiramo-nos no procedimento metodológico do Discurso do Sujeito Coletivo (DSC), que possibilitou reunir os pensamentos individuais semelhantes em um pensamento coletivo. Para a coleta dos dados, foram realizadas entrevistas semiestruturadas com a diretora da escola, pedagoga e duas professoras que atuavam em cada uma das escolas na turma do 1º ano, totalizando 30 sujeitos. O trabalho teve como objetivos: discutir os encaminhamentos que a Secretaria Municipal de Educação da cidade de Ponta Grossa definiu para organizar os tempos e espaços pedagógicos do 1º ano do Ensino Fundamental de nove anos e compreender os impactos no Ensino Fundamental da política de inclusão das crianças de seis anos nas escolas da rede pública municipal de ensino. No primeiro capítulo, estão explicitados os trabalhos encontrados sobre a temática, que estavam registrados no banco de dados da CAPES, além de apontar a relevância da presente pesquisa. O segundo capítulo traça uma trajetória histórica da Constituição de 1934 até a Emenda Constitucional 059/2009. Os fundamentos teóricos e metodológicos da pesquisa, os caminhos trilhados para a busca dos dados empíricos, quem foram os sujeitos bem como suas características pessoais, profissionais e de formação estão organizados no terceiro capítulo. O quarto capítulo constitui-se como o âmago do estudo, contempla os discursos dos sujeitos, elaborados a partir dos eixos de análise construídos com base na leitura do material empírico. Neles estão contidas as vozes dos sujeitos, bem como a interpretação desses discursos. Por fim, a pesquisa revela que incluir as crianças na escola de nove anos exige um tratamento político, administrativo e pedagógico e que, na ausência desses três fatores, é difícil implantar uma política. Garantir a todas as crianças de seis anos o acesso à educação obrigatória é, sem dúvida, a oportunidade de resgatar um direito de cidadania. A pesquisa também evidenciou que o corte etário para a matrícula da criança no primeiro ano do Ensino Fundamental inibe a possibilidade de ingresso da criança na escola. Entre outros resultados, destacam-se: a necessidade de melhor adequação na estrutura física para receber as crianças; clareza pedagógica para o trabalho no 1º ano; entrosamento entre as questões da Educação Infantil e do Ensino Fundamental; investimentos pontual na formação dos professores e de todos os que trabalham na escola, além de menor número de crianças nas salas de aula

Syftet med denna studie är att få kunskap om hur elever med läs- och skrivsvårigheter/dyslexi upplever skolans stöd i läsning och skrivning. Sex ungdomar mellan 12 och 20 år har intervjuats. Utsagorna har analyserats tematiskt med en fenomenologisk ansats. Resultatet visar att eleverna vill att lärarna ska lyssna och beakta deras åsikter gällande vilket stöd som de behöver, samt var, hur och när detta ska ges. Eleverna upplever skilda svårigheter i läsning och skrivning, vilket även kan resultera i problem gällande de teoretiska ämnena. Praktiska ämnen beskrivs däremot vara lätta och roliga. Att ha tillgång till läroböcker uppges vara viktig, eftersom dessa beskriver och konkretiserar ämnets innehåll. Vidare upplevs datorn kunna ge stöd för skrivandet. Att undervisningen anpassas inom den vanliga klassen föredras av eleverna, men samtidigt kan det även upplevas positivt att ha tillgång till stöd utanför klassrummet. Att ha kamrater, både bland de som befinner sig i liknande svårigheter och andra, beskrivs också vara viktigt. Sociala relationer och lärarnas kompetens bidrar till stor del gällande inställningen till skolan i allmänhet.  Om skolan anpassar organisationen och utvecklar undervisningen, ökar möjligheten till att kunna beakta varje elevs vilja. Det är också viktigt att olika etiska aspekter lyfts fram och diskuteras i skolan, exempelvis gällande lärarnas förhållningssätt gentemot eleverna. Elevernas röster kan ge oss viktig vägledning i arbetet mot en inkluderande skola, om vi bara tar oss tid att lyssna. / Delaktighet, socialt klimat och lärande (VR 2008-4733)

The aim of this study was to analyse how Swedish courts reason about the child's best in custody and access disputes. We have assumed different themes to analyse our empirical data, these themes were the child's best interests, perspective on the child's best interests, child's perspective, children as subjects or objects and finally the right of the child or the child's best interests. Our empirical data have consisted of 15 City Court and Court of Appeal judgments of the Swedish courts handed down in 2015. The study had a qualitative disposition and the selection was made strategically to make sure the empirical data would be relevant to our issues. We have used a discourse analysis where the intention was to study how the court reason about the child’s interests and what statements that gets preference and what gets excluded in the assessment. Our theoretical starting point was extracted from Foucault’s theory about power and his discourse concept. We have used the concept of his theory in our analysis, but also extracted the theoretical concepts from previous research. The result shows that the Court's assessment of what is in the child’s best interest is based primarily on a professional and adult perspective on the child's situation. The individual child's perspective was excluded and the Court was principally talking about children's needs and interests in general. The result also showed that children were seen as objects and not as participants in the majority of the cases.

[pt] O objetivo desta pesquisa, de abordagem qualitativa, é a escuta de crianças na Primeira Infância residentes em contextos de favela, relacionando seus saberes à dimensão de seus direitos. Escutamos um grupo de 06 crianças com idades entre 5 e 6 anos residentes na Rocinha, favela do Rio de Janeiro, sobre o que é importante para o seu bem-estar a partir do seu cotidiano através de metodologia apropriada. A reflexão proposta e os referenciais teóricos, metodológicos e conceituais selecionados consideram a criança como sujeito do processo de investigação valorizando a escuta como direito. Na análise dos dados, as falas e expressões das crianças foram articuladas a partir de aproximações e distanciamentos com as normativas que preconizam os direitos na Primeira Infância. Definimos como aproximações as relações entre os temas que emergiram do campo e os direitos preconizados e como distanciamentos os temas que se relacionaram a violações de direitos. Os resultados apontam para a importância do exercício de escuta e aprendizagem com as crianças valorizando suas potencialidades sem ignorar as condições impostas por diversas desigualdades e injustiças que marcam o cenário de favela. Concluímos que a escuta de crianças como direito, embora presente nos debates, ainda tem sido pouco valorizada nas práticas e nas políticas públicas. A pesquisa permitiu-nos perceber que a escuta às crianças, quando valorizada pelos adultos, pode agregar ao compromisso em relação aos direitos das crianças na Primeira Infância. / [en] The purpose of this qualitative study is to listen to young children who live in favelas regardingtheir knowledge about their rights. We listened to a group of six children between the ages of five and six who are residents of the Rio favela, Rocinha, about what they consider important to their well-being. The proposed reflection, the theoretical, methodological and conceptual references chosen reflect the position that children are central subjects in a study and should be listened to, as a right. The testimonies and views of the children were analysed contrasting their knowledge within relation to their rights. The results point out to the importance of listening to and learning with the children without losing sight of the conditions in which they live which result from various inequalities and injustices that characterize life in a favela. We conclude that despite the fact that the notion of listening to childrenas a right is already part of the debates, in fact their voices have little value in public policies and social practices. The study helped us understand that when children s voices are valued by adults, there are gains that can contribute to the commitment to young children and their rights.

I denna kandidatuppsats utforskas hur lagstiftningen för unga lagöverträdare mellan 15-17 år som misstänks eller döms för grova brott har förändrats under tidsperioden 1993-2023 ur ett kritiskt barnrättsteoretiskt perspektiv. Under denna tidsperiod ska barnets rättigheter framträda under lagstiftningsprocessen och studiens syfte är att undersöka huruvida barnets rättigheter framkommer vid utvecklingen av nya ungdomspåföljder. Studien belyser den ökade tendensen av lagstiftaren att tillämpa strängare straff som respons på ungdomsbrottslighet och i bekämpandet av kriminella nätverk. Detta  reflekterar ett skifte från fokus på rehabilitering, till allt mer straffande åtgärder med inslag av kontroll och frihetsberövande. Denna studie granskar hur dessa förändringar påverkas av barnets rättigheter enligt FN:s barnkonvention och diskuterar den komplexitet som uppstår när barn misstänks eller döms för grova brott, samt vid utformandet av ungdomspåföljder. Genom riktad kvalitativ innehållsanalys av fyra statliga offentliga utredningar identifierades flera centrala teman, såsom skiftet i ansvarande myndigheter, utveckling av straffsystemets principer, balansen mellan samhällsskydd och rehabilitering, barnkonventionen och barnperspektiv, barnets bästa och barnets behov. Denna studies resultat visar att det har skett en markant ökning av straffande åtgärder, vilket har lett till att unga lagöverträdare i högre grad hamnar inom Kriminalvårdens system snarare än att få stödjande åtgärder från socialtjänsten under senare tid. Detta har resulterat i en förskjutning där samhällsskydd prioriteras framför rehabilitering och barns rättigheter enligt barnkonventionen, där särskilt principen om barnets bästa riskerar att åsidosättas.

Made available in DSpace on 2016-04-04T18:27:25Z (GMT). No. of bitstreams: 1 Mara Weber.pdf: 507096 bytes, checksum: 67f983de01cc632835cd2bba1f38e3e5 (MD5) Previous issue date: 2005-06-06 / This study had, as a general objective, the understanding of how the relation between a Children s Education public school and the Tutelary Council happens, in cases of domestic violence. In a more specific way, it intended to understand how the school s management and the school s supervisor from a municipal instance of support for the educational unit work on domestic violence notifications against their students; to perceive how the domestic violence cases are analysed by the Tutelary Council and know the perception of the school s psychologist s role in this process for the school, the school s supervisor and the Tutelary Council, besides having the view of an area s professional. Semi-structured interviews were had and a protocol of promptuary analysis in the Tutelary Council was composed by using a qualitative methodology. Considering the thematic one of the domestic violence in the understanding of the relations between different systems, we use the Urie Bronfenbrenner s ecological approach as well as the Children s Rights, as one legal apparatus that guides and supports action in this area. The results showed the difficulties in the relations among the many agencies and also indicated that the procedures not always guarantee the child s protection against the domestic violence. There is little intermeshing of the school and the Tutelary Council. Therefore there is not a preventive and integrated work marked by aids after the establishment of certain situations. The school adopts internal registration procedures without denouncing to the Tutelary Council due to the fact that it does not believe that the accusation will protect the child or the accuser. The Tutelary Council seeks for support in other agencies when there is domestic sexual violence suspicion and in confirmed cases, it immediately aims for protecting the child from his or her aggressor. Failures of the psychologist s formation in working on domestic violence, in addition to difficulties in placing this professional in the public institutions, specially the school, were noticed. / O presente estudo teve como objetivo geral compreender como acontece a rela??o entre uma escola p?blica de educa??o infantil e o Conselho Tutelar em casos de viol?ncia dom?stica. De maneira mais espec?fica pretendeu-se entender como a dire??o da escola e a supervisora escolar, lotada em uma inst?ncia municipal de suporte ? unidade educacional, trabalham com as notifica??es de viol?ncia dom?stica contra seus alunos; compreender como casos de viol?ncia dom?stica s?o analisados pelo Conselho Tutelar e conhecer a percep??o do papel do psic?logo escolar, ao longo deste processo, para a escola, para a supervisora escolar e para o Conselho Tutelar, al?m de termos uma vis?o de uma profissional da ?rea. Utilizamos uma metodologia qualitativa, na qual realizamos entrevistas semi-estruturadas e compusemos um protocolo de an?lise dos prontu?rios no Conselho Tutelar. Considerando a tem?tica da viol?ncia dom?stica na compreens?o das rela??es entre diferentes sistemas, utilizamos a abordagem ecol?gica de Urie Bronfenbrenner, al?m do Estatuto da Crian?a e do Adolescente, como um dispositivo legal que orienta e sustenta a??es nesta ?rea. Os resultados indicaram que existem dificuldades nas rela??es entre os diferentes ?rg?os e os procedimentos nem sempre garantem a prote??o ? crian?a v?tima de viol?ncia dom?stica. H? pouco entrosamento entre a escola e o CT, n?o existindo um trabalho preventivo e integrado, marcado por aux?lios ap?s a instaura??o de certas situa??es. A escola adota procedimentos internos de registro, sem denunciar ao CT por n?o confiar que a den?ncia ir? proteger ? crian?a ou o denunciante. O CT busca apoio em outros ?rg?os quando existe a suspeita de viol?ncia sexual dom?stica e nos casos confirmados procura imediatamente proteger a crian?a do agressor. Foram apontadas falhas na forma??o do psic?logo para trabalhar com a viol?ncia dom?stica e dificuldades da inser??o deste profissional nos equipamentos p?blicos, em especial, a escola.

1 juli år 2013 trädde en ny skollag i kraft i Sverige. Den nya lagen ger papperslösa barn i Sverige rätt till utbildning. Detta gäller både om barnet har fått avslag av Migrationsverket på sin uppehållstillståndsansökan och om barnet lever gömt och inte sökt uppehållstillstånd. Idag har papperslösa barn rätt till utbildning men detta innebär inte att dessa barn har en skolplikt, utan det avgör barnet själv eller familjen till det papperslösa barnet om rätten ska nyttjas. Denna valfrihet leder till att flera papperslösa barn inte utnyttjar sin rätt till utbildning. Det finns flera orsaker till detta som exempelvis att många papperslösa familjer inte känner till den nya skollagen och att polisen de facto har rätt att omhänderta en papperslös elev från skolan. Då det inte existerar någon garanti för att den papperslösa elevens trygghet i skolan väljer många papperslösa familjer bort denna rättighet på grund av rädslan att barnet skall bli omhändertaget av polisen. I samband med detta har vi identifierat olika dilemman för lärare, dilemman som uppstår vid en sammanstötning mellan lärares yrkesetik och lärares lagstadgade plikter såsom anmälningsplikt. I Sverige har lärare en skyldighet att anmäla, om de misstänker eller får kännedom om att ett barn far illa skall de meddela socialtjänsten. Denna anmälningsplikt orsakar ett stort dilemma för lärare då konsekvensen av en anmälning kan bli förödande för den enskilde papperslösa eleven och dennes familj. För att få en klarare bild av lärarnas dilemman utförde vi intervjuer med olika lärare på Skånska skolor. Vid intervjutillfällena fick vi förklarat för oss att dilemmat med anmälningsplikten och skyddande av papperslösa elever är någonting som lärare fruktar. Utifrån Barnkonventionen, lärares yrkesetik, tystnadsplikt samt specifik skolsekretess kan lärare skydda den enskilde papperslösa eleven. Dock så finns rädslan kvar bland lärarna om vad som händer om en specifik situation leder till att socialtjänsten måste kontaktas. Resultatet av analysen ger en bild av att lärares yrkesetik inte är så stark som andra yrkesetiker, således kan lärare stå upp mot andra myndigheter och neka deras begäran om tillträdde på skolan. / July 1 2013 a new law entered into force in Sweden. The new Education Act gives undocumented children in Sweden right to education. This is regardless whether the child has been rejected by the Migration Board on their residence permit application and shall be rejected or if the child lives in hiding and has not applied for a residence permit. Today, undocumented children's right to education does not mean that undocumented children have a school attendance, this determines the child himself or the family of the undocumented child´s the right to be utilized. This choice leads too many undocumented children do not exercise their right to education. There are several reasons for this, such that many undocumented families are not aware of the new Education Act, but also that the police actually have the right to seize an undocumented student from school. Then there exists no guarantee that the undocumented student's safety at school, many undocumented families declines this right because of the fear of being found and cared for by the police. In connection with this issue, we have identified various dilemmas for teachers, dilemmas that arise when there is a clash between teachers' professional ethics' and teachers' statutory obligations such as notification requirements to authority. In Sweden, teachers have an obligation to notify if they suspect or become aware that a child is being abused to social services. This notification requirement causes a big dilemma for teachers as the consequence of a notification can be devastating for the individual undocumented student and their family. To get a view of the teacher's dilemmas, we conducted interviews with teachers from Skåne. In the interviews we got told by teachers that the dilemma with the notification requirements and protection of undocumented students is something that teachers fear. Thanks to the Convention of Children´s Rights, teachers' professional ethics, teacher´s obligation to observe silence and confidentiality that exists at the school, teachers can protect the individual undocumented student. However, there are fears remain in the teachers about what happens if it comes to the situation where a claim must be made to social services. The results of the analysis gave us that the teachers' professional ethics is not as strong as other professional ethics so that teachers can stand up to other authorities and deny their request for the entry of the school.

In 2020, approximately 6900 children in Sweden were relevant for investigation of custody disputes. During the same year, 1802 court decisions were enforced regarding supervision by a contact person. Previous research has shown that children often have a lack of participation and opportunity to influence in these cases. It has also shown that parental rights and the child´s need for protection often outweigh the child´s expressed will. The aim of this study was to investigate children´s participation in the district court´s judgments regarding supervision by a contact person. What an impact the child´s will have and how factors such as age, risks and their best interest affect children´s ability to be involved. Through a qualitative content analysis, nine judgments from various district courts in Sweden during 2018-2021 have been selected. The material was then analyzed with the help of social constructivist theory and Roger Hart´s ladder of participation. The study shows that in six out of nine judgments, children are involved based on different levels and that 44% of the judgments are in accordance with the child´s expressed will. However, it has been difficult to read out how the child´s will has actually had a bearing on the verdict. The result also shows that factors such as age, risks and the best interests of the child affects the child´s ability to participate. In cases where the district court has not reported the child´s will or participation, no explanation or clarification is given as to why it is so.