Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-09-05T18:17:46Z No. of bitstreams: 1 DissMLMM.pdf: 2689849 bytes, checksum: 8eaa32f1402f3ad310c5096485ac4765 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T19:39:36Z (GMT) No. of bitstreams: 1 DissMLMM.pdf: 2689849 bytes, checksum: 8eaa32f1402f3ad310c5096485ac4765 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T19:39:43Z (GMT) No. of bitstreams: 1 DissMLMM.pdf: 2689849 bytes, checksum: 8eaa32f1402f3ad310c5096485ac4765 (MD5) / Made available in DSpace on 2017-09-20T19:45:26Z (GMT). No. of bitstreams: 1 DissMLMM.pdf: 2689849 bytes, checksum: 8eaa32f1402f3ad310c5096485ac4765 (MD5) Previous issue date: 2017-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present research arises from the interest to know about the incidence of socioeducational projects in the configuration of subjectivities of young people in conditions of social vulnerabilities. Considering by socio-educational projects, the actions with a public purpose and with a perspective of human formation, focus to the youths. It is asked, if socio-educational projects influence the configuration of juvenile subjectivity, understood as a cultural historical process that interferes at the individual level without eliminating the structural dimension for the formation of the subject category. Therefor, a qualitative research of an ethnographic perspective was carried out in the Jardim Gonzaga neighborhood, located in the peripheral zone of the city of São Carlos - SP- Brazil, through the conduction of interviews called conversational dynamics with five young people about their trajectories of participation in socio-educational projects, as well as the significance and vision of that process today. In addition, a weekly participant observation was made in a university extension project that takes place in this neighborhood, for a period of eight months and with specific participation in the following six months. The conversational dynamics addressed issues of socialization spaces, experiences, participation trajectories in socio-educational projects, contributions on the present moment of life and perspectives regarding the future. According to the data obtained through the conversations with the five young people, it was the spaces of socialization, the perception of the family, the difficulty of staying in school and the interest in the proposals brought that led them to participate in social projects, as well as the lived experiences in the relations with the technicians and the possibility of expanding their sociability; from where it was observed and concluded that socioeducational projects have influenced the configuration of individual and social subjectivity. This was evidenced, at the individual level in the recognition of their abilities, allowing them to acquire greater security for the confrontation of the tests of life, referred in the discourse of all, maintaining a differential in each one of them; which shows products of their experiences. At the social level, the expansion of the “moratoria juvenil” was evident, allowing experiences of this stage of life. Based on the present study, it can be concluded that the socio-educational projects aimed at the youth population of the peripheries do not succeed in promoting transformations of the vulnerability conditions; however, their contributions are in the mitigation of the impacts of these, mainly at the individual level. What socio-educational projects provide is the influence on the processes of subjectivation of young people, which can impact their lives, but not modify them from the structural point of view. / La presente investigación surge del interés por conocer acerca de la incidencia de los proyectos socioeducativos en la configuración de subjetividades de los jóvenes en condiciones de vulnerabilidades sociales. Siendo considerados por proyectos socioeducativos, las acciones dirigidas para las juventudes con una finalidad pública y con una perspectiva de formación humana. Se pregunta, si los proyectos socioeducativos influencian la configuración de subjetividad juvenil, comprendida como un proceso histórico cultural que interfiere a nivel individual sin eliminar la dimensión estructural para la formación de la categoría de sujeto. Por tanto, fue realizada una investigación cualitativa de perspectiva etnográfica en el barrio Jardim Gonzaga, ubicado en la zona periférica de la ciudad de São Carlos - SP- Brasil, a través de la realización de entrevistas denominadas de dinámica conversacional, con cinco jóvenes sobre sus trayectorias de participación en proyectos socioeducativos, así como la significancia y visión de ese proceso hoy. También fue realizada una observación participante semanal en un proyecto de extensión universitaria que ocurre en este barrio, por un periodo de ocho meses y con participaciones puntuales en los siguientes seis meses. Las dinámicas conversacionales abordaron cuestiones sobre espacios de socialización, experiencias, trayectorias de participación en proyectos socioeducativos, aportes sobre el momento actual de vida y perspectivas con relación al futuro. Según los datos obtenidos por medio de las conversas con los cinco jóvenes, fueron los espacios de socialización, la percepción de la familia, la dificultad de permanencia en la escuela y los intereses en las propuestas traídas que los llevaron a participar de los proyectos sociales, como también los aprendizajes vivenciados en las relaciones con los técnicos y la posibilidad de ampliación de su sociabilidad; desde donde se pudo observar y concluir que los proyectos socioeducativos han incidido en la configuración de subjetividad individual y social. Esto se constató, a nivel individual en el propio reconocimiento de sus habilidades, permitiéndoles adquirir mayor seguridad para el abordaje de las pruebas de la vida, referida en el discurso de todos, manteniendo un diferencial en cada uno de ellos; lo que demuestra productos de sus vivencias. A nivel social se evidencio la ampliación de la moratoria juvenil, permitiendo vivencias de experiencias propias de esta etapa de la vida. Con base en el presente estudio se puede concluir que los proyectos socioeducativos dirigidos a población juvenil de las periferias no consiguen propiciar transformaciones de las condiciones de vulnerabilidad; sin embargo, sus aportes están en la mitigación de los impactos de estas, principalmente a nivel individual. Lo que los proyectos socioeducativos proporcionan es la influencia en los procesos de subjetivación de los jóvenes, lo que puede impactar en sus vidas, pero no modificarlas desde el punto de vista estructural.

Made available in DSpace on 2016-04-27T16:33:59Z (GMT). No. of bitstreams: 1 Lilian Barone Vieira Ardito.pdf: 1454646 bytes, checksum: 2bde8a242043f6aeb0a13d2c2663de2d (MD5) Previous issue date: 2009-08-21 / This study is an analysis of a project called Programa São Paulo é uma Escola developed by Secretaria Municipal de Educação de São Paulo (SME) , and also had as objective to verify the interests and political trends in its creation, using and maintenance as well as its applicability to school units. The initial argument which generated the compilation and interpretation of this data is that the purpose of the project is concerning more about social maintenance, avoiding violence in the city and also about the international and national political demands than about educative necessities and the improvement of the quality of education in Município de São Paulo. The studies about cultural and social reproduction made by Bourdieu were the base for understanding the social context related to the creation of the project and its influence in the school. The data about social inclusion and exclusion in São Paulo city was based on IBGE, Sistema EOL (Educação On-Line), SME and others documents made by SME and Secretaria Municipal de Planejamento. It had also been done the analysis of official texts referring to the development of the project mentioned, the conditions of its using as well as its legal terms. Ending the compilation of data, it had been analyzed activities related to the project in a school located in the East Area of São Paulo city. The understanding of that process was achieved by reading some important authors such as: Patto (1996; 2000) and Sampaio (1998) who approached subjects about the quality of education, social and educational inclusion/exclusion, and also about school success and failures. The results of this analysis showed that the project, Programa São Paulo é uma Escola , studied should not be used for any singular reason, just because it has its base on the SME political concepts which produces results according to the expectation, conception and necessity of each school unit / Esta dissertação constitui-se da análise do Programa São Paulo é uma Escola, desenvolvido pela Secretaria Municipal de Educação de São Paulo (SME), e teve como objetivo investigar os interesses e tendências políticas inerentes a sua criação, implantação e manutenção bem como sua aplicabilidade nas unidades escolares. A hipótese inicial que orientou a coleta e a interpretação dos dados é a de que a intenção do programa está relacionada mais à manutenção da ordem social, à contenção da violência na cidade e às exigências políticas nacionais e internacionais do que com as necessidades educativas e à melhoria da qualidade da educação no município de São Paulo. O referencial teórico utilizado como base para o entendimento do contexto social relacionado à criação do programa e sua influência na escola foi elaborado a partir dos estudos de Bourdieu sobre reprodução cultural e social. Para os dados sobre inclusão e exclusão social na cidade de São Paulo, utilizou-se dos dados do IBGE, do Sistema EOL (Educação On-Line) da própria SME, bem como outros documentos da Secretaria Municipal de Educação e da Secretaria Municipal de Planejamento. Foi realizada a análise dos textos oficiais referentes à formulação do programa estudado e às condições de implementação dessa proposta governamental, bem como sua legislação. Após essa coleta de dados analisou-se as atividades relativas ao programa em uma escola da Zona Leste da cidade de São Paulo. Tal levantamento foi complementado com a reflexão feita a partir de alguns autores, como Patto (1996; 2000) e Sampaio (1998), acerca das temáticas da qualidade da educação, da inclusão/exclusão social e educacional e do sucesso e fracasso escolar. A análise apontou que não há um único motivo para a criação do Programa São Paulo é uma Escola, pois os interesses e as influências políticas e sociais que determinaram sua implantação podem ser identificados na conjuntura política da própria SME, nas tendências internacionais e do ambiente escolar em que está inserido, produzindo resultados segundo a expectativa, concepção e necessidade de cada unidade escolar