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Sociálně pedagogická specifika sanace rodin v regionu Ústí nad Labem / Social pedagogical rehabilitation of specific families in the region Ústí nad LabemČerná, Pavla January 2014 (has links)
This thesis deals with issues the specifice of social pedagogical rehabilitation of families in the region Ústí nad Labem. Is focused on the posibility of stabilizing and restoring the functionality of families faced with multiproblems, dysfunctional to ineffectiveness. The theoretical part is divided into five chapters. Focuses on the process of rehabilitation of families, the family and its problems in connection with the performance of its own functions, such as space environment for the education of the individual and that of an area of authority for child protection work with the family. The practical part is devoted to the research survey in which they were the main methods of data collection selected document analysis, interviews with parents and observations. The collected data was then prepared a detailed case study work with the family. For themselves survey research was elected one of the families showing sings for the posibility of obtaining a sufficient amount of data needed for research. After the necessary data has been carried out their evaluation.
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[en] YOU TELL THE WORLD WHO YOU ARE BY CHOOSING YOUR FRIENDS: THE CHOICE OF SCHOOL AS DIFFERENTIATION STRATEGY / [pt] DIGA-ME COM QUEM ANDAS E EU TE DIREI QUEM ÉS: A ESCOLHA DA ESCOLA COMO ESTRATÉGIA DE DISTINÇÃOCRISTIANE GOMES DE OLIVEIRA 14 March 2005 (has links)
[pt] Inserida no contexto dos estudos sociológicos sobre a
relação família e
escola, esta pesquisa focaliza o processo de escolha do
estabelecimento de ensino
vivenciado por uma fração de famílias consideradas
pertencentes às elites
econômicas e culturais. Para identificar os aspectos sócio-
culturais embutidos no
processo de escolha de escola, foram investigadas 81
famílias cujos filhos foram
matriculados em uma tradicional escola confessional do
sistema privado de ensino
no ano de 2003. Através do questionário auto-administrado
aplicado aos pais, foi
possível identificar o perfil das famílias quanto ao
patrimônio econômico,
cultural, social e escolar por elas adquirido. Este
principal instrumento de
investigação, acrescido de outras fontes de dados, permitiu
a identificação dos
critérios e estratégias de escolha de escola reveladas por
essas famílias, assim
como a caracterização do processo de escolha de
estabelecimento de ensino por
elas vivenciado. Foram consideradas ainda, as expectativas
das famílias frente à
escolarização dos seus filhos. Para a análise dos dados, as
informações obtidas
foram cotejadas com parte da literatura da sociologia da
educação existente,
especialmente, com as tipologias estabelecidas em estudos
anteriores sobre o
processo de escolha de estabelecimento de ensino, para a
classificação dos
diferentes grupos familiares, das condutas de escolha de
escola e dos
estabelecimentos escolares da rede privada de ensino. As
considerações finais do
estudo apontam, no caso das famílias investigadas, para o
sentido da escolarização
como estratégia de distinção de classe social, cujas
condutas que orientaram a
escolha foram influenciadas pelo volume e estrutura dos
diferentes tipos de capital
das famílias, e possivelmente, pelo ethos escolar.Tais
constatações indicam novas
práticas familiares na relação estabelecida com as escolas,
fomentando a luta
concorrencial existente na lógica do mercado educacional,
onde os diferentes
tipos de escolas estão sendo adequados aos diferentes tipos
de famílias. / [en] The present research is part of a wider field, i.e.
sociology studies
concerning family/school relationship, and it focuses the
choice process that a
portion of families (part of the Brazilian elite,
culturally and economically
speaking) experience when sending their children to school.
In order to identify
the cultural and social aspects present in the choice
process the survey included 81
families who enrolled their children in a traditional
confessional private school in
2003. Self-filling questionnaires were handed to the
parents, and their answers
provided the information needed to build a profile of the
families, concerning their
net worth, and their cultural, educational and social
backgrounds. This main
methodological tool, as well as other data sources, allowed
the identification of
the criteria and the strategies used by these families
which provided a description
of the whole choice process they experience. The families`
expectations
concerning their children`s level of education were also
considered. In order to
analyze the data, the information gathered was confronted
with part of existing
sociology of education literature, especially with
typologies that have been
established by previous research on the process of choice
of schools. It aimed at
classifying different family groups, attitudes concerning
choice of school and the
private education institutes. The final considerations
indicate, in the particular
case of the families surveyed, that education is part of a
strategy of social
differentiation. The behavior that oriented their choice
was influenced by the
structure and bulk of the families budget, and possibly, by
the school ethos. These
conclusions indicate new practices amongst families in
their relationship with the
schools, fomenting the competition that is part of the
education market, where
different types of schools have been striving to fit
different types of families.
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