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No. of bitstreams: 1 franca_capr_dr_mar.pdf: 4557572 bytes, checksum: 077b4fda143f51c13c2838d082e66658 (MD5) Previous issue date: 2018-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Propõe-se, neste trabalho, com base na perspectiva piagetiana, investigar, analisar e refletir a respeito das concepções e práticas educacionais dos acolhimentos institucionais e dos educadores desses serviços de acolhimento para crianças e adolescentes em situação de risco social do Estado de São Paulo. Para esse fim, primeiramente identifica as concepções e práticas educacionais morais das instituições e, seguidamente, as dos educadores de duas dessas instituições de acolhimento com práticas educativas diferenciadas (uma mais tradicional e moralizadora, e outra com educação ativa), relacionando-as com a legislação sobre o direito ao desenvolvimento moral. Assim, além do levantamento bibliográfico e documental, realizou-se uma investigação exploratória dividida em duas etapas. Para a primeira etapa contatou-se 163 instituições de acolhimento do Estado de São Paulo para o recrutamento para participarem de uma entrevista online (google docs), destes, obtivemos 22 respondentes. Considerando que uma instituição não é necessariamente representada apenas pela visão de um de seus integrantes, obteve-se com os dados desta primeira etapa uma indicação de como o respondente qualifica sua instituição, sendo assim, pode-se verificar que grande parte dos respondentes indicou que sua instituição tende a uma educação mais ativa. A partir desses resultados, pode-se destacar e escolher duas instituições que se opuseram extremamente em suas respostas para participarem da etapa subsequente. Para a segunda etapa fez-se uso de entrevista semiestruturada com os educadores/cuidadores e coordenação dessas instituições, além de observação da rotina por seis dias consecutivos (seis horas por dia) em cada uma, seguindo um roteiro de observação. Para análise dos resultados da entrevista semiestruturada, utilizou-se a metodologia de Discurso do Sujeito Coletivo, que deu voz à coletividade da equipe de educadores da instituição, expondo suas concepções e práticas educativas, a fim de entender o modelo pedagógico inerente à rotina das instituições investigadas. Os resultados demonstram que o trabalho educativo em uma instituição de acolhimento para crianças e adolescentes em situação de risco social inclui diversos atributos e complexidades que influenciam diretamente na concepção e prática de uma educação moral. A falta de comunicação e clareza entre a equipe técnica e educadores sobre o fim que se espera para a educação dos acolhidos e os processos para se chegar a esse fim desejado têm resultado em concepções e práticas destoadas, possibilitando ações educativas não refletidas e isoladas do todo. Além disso, a falta de orientação/capacitação e formação continuada para os educadores, que permita se desvencilhar do senso comum e busque atingir os direitos legalmente alcançados, e a falta de um momento interativo com o objetivo de educadores compartilharem estratégias, problemas e aflições sobre as práticas educativas na instituição, dificulta o estabelecimento de um plano conjunto de ações educativas evidentes a todos e em momentos de reflexão e avaliação de suas práticas. Nessa perspectiva, acredita-se que se deve ter um olhar atento e ações mais efetivas da equipe educativa (equipe técnica, educadores/cuidadores e auxiliar de educador/cuidador) sobre a educação moral dos acolhidos, assim como das políticas públicas e de pesquisadores, em parceria com os serviços de acolhimento. / Based on the Piagetian perspective, it is proposed to investigate, analyze and reflect on the educational conceptions and practices of institutional sheltering and educators of these reception services for children and adolescents in situations of social risk in the State of São Paulo. For this purpose, it’s first identified the moral educational conceptions and practices of two institutions and then, the conceptions of the educators with differentiated educational practices (one more traditional and moralizing and the other with an active education), relating them to the legislation about the right of moral development. Thus, besides the bibliographical and documentary survey, an exploratory investigation was accomplished divided in two stages. For the first stage, 163 institutions of the State of São Paulo were contacted for recruitment to participate in an online interview (google docs), from all of them, we obtained 22 respondents. Since an institution is not only represented by the vision of one of its member, it was obtained as a result, in the first stage an indication of how a respondent qualifies the institution, so it can be verified that most respondents indicated that their institution tends to a more active education. From these results, it was highlighted and chosen two institutions that oppose their responses to participate in the subsequent stage. For a second step, the semi-structured interview method was used with the educators / supervisors, besides an observation of the routine for six consecutive hours of six consecutive days in each one, following an observation script. For the analysis of the results of the semi-structured interview, the methodology of the Discourse of the Collective Subject was used, giving voice to the collective of the educational institution educators, exposing their conceptions and educational practices, in order to understand the pedagogical model of teaching inherent to the routine of the institutions that were investigated. The results demonstrate that the educational work in an educational sheltering institution for children and adolescents at social risk includes several attributes and complexities that directly influence the conception and practice of a moral education. The lack of communication and clarity between the technical team and the educators about the expected end of the education of those who were welcomed and the processes to achieve that, have resulted in dissonant conceptions and practices, enabling educational actions not reflected and isolated from the whole. In addition, the lack of orientation / training and continued formation for educators, which allows them to get rid of the common sense in order to reach the legally achieved rights, and the lack of a moment of interaction with the goal of educators share strategies, problems and afflictions about the educational practices in the institution, makes it difficult to establish a plan of evident educational actions to all moments of reflection and evaluation of their practices. From this perspective, it is believed that it’s necessary to have a closer look and more effective actions from the educational team (technical staff, educators / caretakers and auxiliary of educator / caregiver) about the moral education of the welcomed children or adolescents, as well as public policies and researchers, in partnership with the host services.

During the last several decades, many people, fleeing from disasters or political threats, have applied for asylum in the European countries. Council Directive 2003/9/EC, laying down minimum standards for the reception of asylum-seekers, as well as several other directives, have been developed in the EU in order to ensure fair treatment of the asylum-seekers in all the European countries. However, there are huge differences in the national asylum laws of countries and consequently, the way they treat the asylum-seekers. In this research, the national asylum laws of Germany and the Netherlands are studied and compared, showing that though following the Council Directive, fair or equal treatment of asylum-seekers cannot be guaranteed. In the Netherlands asylum-seekers are granted with a great extent of benefits while in Germany, they are greatly discriminated against. Based on the Social Determinants of Health Model, developed by Dahlgren and Whitehead in 1991, the hypothesis is that the asylum seekers in the Netherlands enjoy better health status than the ones in Germany, because based on the Dutch asylum laws, they have better living and working conditions. In order to confirm or negate this hypothesis, a meta-study of available literature on the health status of asylum-seekers has been done. However, the hypothesis could not be confirmed/ negated due to extreme lack of availability of data in this area. By discussing the relationship between life conditions and health of individuals, reviewing current legal instruments regulating asylum in the EU and analyzing the available data on the health status of asylum-seekers, this paper draws the attention to the importance of data and research on these topics and the need for development of practices for collection of such information. Availability of such information can affect future decision and policy makings regarding asylum-seekers and their health and might result in comprehensive reformations in the current national or international legal instruments.

L’interaction du droit de l’Union européenne avec le droit international privé se manifeste avec une acuité particulière en matière de lois de police, continuant et renouvelant les discussions suscitées par celles-ci. La promotion des intérêts de l’Union européenne par ce mécanisme de DIP peut être facilement observée. Il reste que des questions peuvent surgir quant à l’aménagement, dans les systèmes juridiques nationaux, de l’articulation des lois de police de source nationale et européenne. Le transfert de certaines compétences des Etats membres vers l’Union, le rapprochement des législations des Etats membres ou le poids plus important accordé aux raisonnements et aux intérêts européens au moment de la qualification mettent en lumière une catégorie « lois de police » avec des contours nouveaux. La mise en oeuvre des lois de police porte, elle aussi, l’empreinte de l’influence du droit de l’Union européenne. L’intégration des données liées à la réalisation du marché intérieur entraîne une perturbation significative du mécanisme traditionnel des lois de police, accompagnée d’une diminution de l’efficacité de ces normes dans les relations entre les Etats membres. L’objectif de création, au sein de l’Union, d’un espace de liberté, de sécurité et de justice s’est matérialisé par la mise en place de corps de règles européennes de DIP dans diverses matières. La méthode des lois de police en ressort transformée, suite tant à la prise de position directe du législateur européen sur les conditions de son intervention, qu’en raison des évolutions enregistrées par d’autres méthodes concurrentes de droit international privé. / The interaction between the European Union law and the private international law is particularly acute in the field of internationally mandatory rules, maintaining and renewing the debate which always accompanied this kind of norms. If the internationally mandatory rules occupy a special place in the European legislation, being an extremely effective tool of European policy, some difficulties arise as to the articulation, in the Member States’ legal systems, of the both national and European different sources of lois de police. The transfer of powers from Member States to the European Union, the harmonization of national legislations and the greater weight given to European reasoning and interests at the time of qualification highlight a new dimension of the internationally mandatory rules concept. Also the implementation of internationally mandatory rules is highly influenced by the European Union Law. The Member States’ obligations concerning the completing of the internal market and the removal of restrictions to changes involve a significant disturbance to this traditional PIL mechanism; a decrease in the effectiveness of internationally mandatory rules in relations between Member States may be observed. The purpose of establishing an area of freedom, security and justice within the European Union was materialized in the establishment of European private international law rules in various fields; the internationally mandatory rules method is transformed as a result of the European legislator direct intervention on his definition and regime, but also as a result of the evolution that affects other concurring private international law methods.