Orientador: Ana Maria Fonseca de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T06:45:05Z (GMT). No. of bitstreams: 1 Presta_SueliAparecidadePaula_M.pdf: 794590 bytes, checksum: c2fe6acfe477d6ba41d2a25de9e33722 (MD5) Previous issue date: 2007 / Resumo: Esta dissertação focaliza os processos pelos quais adolescentes de diferentes grupos sociais constroem disposições quanto ao futuro em relação à escola e ao trabalho A partir de entrevistas com 14 adolescentes com idades entre 13 e 15 anos e suas famílias procurou-se identificar a maneira como tais disposições se expressam e como se relacionam às experiências educativas a que os jovens estiveram expostos. O trabalho de campo foi realizado numa cidade de porte médio no interior de São Paulo, por meio de observação e entrevistas semi diretivas. Pode-se notar que as disposições quanto ao futuro são tributárias, por um lado, do sentido da trajetória social do grupo familiar (ascendente ou descendente) e, por outro, da estrutura dos patrimônios simbólico e material de que dispõe essas famílias, gerando, ao final, um ajustamento claro entre disposições e chances de torná-las realidade. No entanto, essas disposições são ameaçadas pelo veredito escolar que pode impor percepções diferentes de futuro daquelas construídas na relação com as condições sociais da família / Abstract: The dissertation examines the processes by which adolescents from different social backgrounds construct their dispositions toward the future in respect to school and work. Interviews with 14 teenagers and their family members have shown that the upward or downward social trajectory of the family and the structure of its symbolic and material patrimonies interact in the socialization processes to build specific ambitions toward the future that are adjusted to their chances of becoming reality. Only the school verdict is capable of imposing ambitions other than those constructed in relation to the families social conditions. The implication of these findings are discussed. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

The aim of the diploma thesis was to find out how beginning teachers perceive the influence of the higher education and the support of the school environment in the course of their first years of practice and also how they subsequently propose to improve the quality of the higher education and the support of the school environment. The data were collected through semi-structured interviews with twelve beginning teachers with a one to five years of experience. The data were processed by the method of the grounded theory. It was discovered that the beginning teachers' perception of the higher education and the support of the school environment is influenced not only by the form of those two elements but also by the teachers' perceived problems, which are very individual. The factors that cause the individuality of the problems and subsequently the point of views of the beginning teachers are discussed in the thesis. It is not possible to determine the form of the higher education and the support of the school environment that would suit everyone given the individuality of the beginning teachers' views. On the other hand, there are some trends across the opinions of beginning teachers and thus they are presented in the thesis. Key words: beginning teacher, problems of beginning teachers, higher...