ABSTRACT Multinational marriages across borders have been tremendously increased for the past few years. The number of foreign brides, excluding those whom from Mainland China, has been standing at around 120,000 at the end of 2004. Among these brides, most of them take the Penghu as their residential area during the past three years. However, the problems of the culture differences for their life adjustment among the cross-border marriages have been turned out. Taiwanese government, the Ministry of Internal Affairs, has introduced the projects for life-guidance and relevant financial support to get rid of their difficulties of life adjustment. Nonetheless, there is a doubt that the fact is that most of the foreign brides are still faced with difficulties in livings. Given such a scenario, this study tries to review the projects to see the extent in which the foreign brides get accustomed to their community, and fulfill their potentials after joining the classes of life guidance. A documentary analysis and the questionnaire interviews are used to empirically examine the current context. After the pilot study, 265 samples of foreign brides in the Penghu country were collected. Among these respondents selected, 130 joined the life guidance class, while 135 did not. Via the aid of the software of Statistics Package of Social Science, The findings are shown as followings. a. The mature foreign brides were more likely to join the class than the junior. Of the brides, Indonesian brides were the major participants compared with those whom from Vietnam. Also, those who have received more school years attended the class more. The more years the brides stepped into marriage, the less possibility they joined the class. This was the same case in the brides who must spend more time to take care of children. b. The brides who attended the class tended to enjoy more satisfaction of livings than those who neglected the class. c. The foreign brides performed various life adjustments with their different ages, status of marriage, and standard of living and finance. d. The class participants revealed significant differences in life adjustments in terms of their attendance of class, attitude to class, and family support. e. The feelings after the class attendants were shown positive, pleasure, supportive, and satisfied. However, transportation and child care might stop their attendance. All the brides were in the hope of taking the class and learning Mandarin and they wished to develop knowledge through the classes under the family support.

Nuteistų asmenų resocializacija – viena iš diskutuotinų mūsų šalies problemų. Lietuva pagal nuteistų asmenų statistinius rodiklius tarptautinėse suvestinėse užima vieną iš pirmų pozicijų (Kiškis, 2006). Kriminogeninės statistikos duomenimis, nuo 2004 m. palaipsniui mažėja nuteisiamų asmenų skaičius. Tačiau, kaip teigia G.Sakalauskas (2006), sumažėjęs nuteistų asmenų skaičius palyginti su kitomis Vidurio Europos valstybėmis, išlieka pakankamai didelis. Pastaruoju metu mokslinėje edukologinėje literatūroje diskutuojama apie resocializacijos fenomeną (Merkys, Ruškus, Juodraitis, 2002; Kvieskienė, 2005). Pravartu atsižvelgti į Kanados, Skandinavijos ir kt. šalių pažangią konkrečios srities patirtį, kuri palengvintų nuteistų asmenų resocializacijos ir prevencijos procesą. Griežtesnėms bausmių normoms pristatoma lygiagreti laisvės atėmimo bausmių reabilitacijos alternatyva – socialinė reabilitacija arba resocializacija, kaip visateisio piliečio ugdymas, reikalinga nuteisto asmens maksimaliam funkcionavimui, naudingumui, vertingumui tiek sau pačiam, tiek šeimai, tiek ir visuomenei.Lietuvos Respublikos Vyriausybės patvirtintoje Nuteistųjų ir asmenų, paleistų iš laisvės atėmimo vietų, socialinės adaptacijos 2004–2007 metų programoje (Žin., 2004, Nr. 23-709), numatyta iki 2008 metų pradžios nuosekliai ir kompleksiškai įgyvendinant nuteistųjų ir asmenų, paleistų iš laisvės atėmimo vietų, resocializacijos politiką ir laikantis tęstinumo principo, mažinti nusikaltimų ir jų pasikartojimo... [toliau žr. visą tekstą] / Social integration of the convicts and people discharged from the institutions of imprisonment is one of the negotiable issues in our country. Re-socialization phenomenon has been widely discussed in recent scientific educology references following the advanced experience of such countries as Canada, Scandinavia etc. This experience would make the convicts’ reintegration process easier and it would prevent criminality, especially the repeated one. According to European experience, the more convicts there are in the society, the higher the level of criminality is: the spread of psychosocial vices starts in the society and in the course of time it is more difficult to control it. Existing re-socialization system of the convicts and people discharged from the institutions of imprisonment in Lithuania is not adequate. The aim of the work is to reveal the convicts’ re-socialization expectations. The task is: 1) to provide legal, psychological, pedagogical aspects of the convicts concept; 2) to describe the re-socialization state of the convicts with reference to scientific and empirical research data; 3) to reveal the convicts’ educational needs. The survey objective is the convicts’ re-socialization expectations. Survey results from the European Communities initiative Equal program implementation project "Crossroad: Coalition for Strengthening Equal Possibilities in the Labour Market" have been used in this article. The target group of the survey is 113 convicts... [to full text]

It is vital for the 18-22 years old risk group teenagers characteristic of the deviational behaviour (i.e. violating social rules and norms) to be involved into re-socialization which might help to restore once lost social patterns and skills. It is possible to achieve through performing on stage applying certain elements of psychodrama. In this research work the subject of analysis is the particular risk group of 18-22 years old teenagers, their lost social patterns and skills as well as the ways to regain them using the elements of psichodrama. The goal is to prove both theoretically and practically the impact made by psichodramatic elements on the teenager risk group in restoring the lost social palterns and skills. After the analysis of Lithuanian educational, training, psichological, social and psychodramatic literature the main features of the deviational behaviour have been identified: hostility towards common activity and inability to participate in it; incapability of self-, and others’ understanding disclosing itself as lack of self-, and others’ confidence; inability to make decisions and deal with problems; inability to hold an effective dialogue, express oneself clearly and logically; and finally, the negative attitude towards the environment in general. The monographic method been chosen for the research within the teenager risk group. The duration of the research – December 2003 – December 2004. During the period the particular conditions have been created... [to full text]

Made available in DSpace on 2015-05-14T12:43:02Z (GMT). No. of bitstreams: 1 arquivototal.PDF: 936797 bytes, checksum: daa3ca9ec25ff2e7a51aa55e35c66750 (MD5) Previous issue date: 2009-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The actual work aimed to investigate the reading practice present among the jail population in Igarassu Penitentiary. It was necessary to conceive a theory revision of three reading conceptions: cognitive, socio interaction and discursive. Being aware of that the social environment influences directly the reading act from that people, we used the theory notes from the socio interaction perspective that identify the peculiarities in the proper activity of senses construction in the relation among author, reader and text. Among the bookish linking to reading, we used Kleiman (2007), Kato (2007), Bakhtin (1999), Antunes (2005), Koch (2005) e Orlandi (2006). With the purpose of analyzing the instruction degree of the prisoners, we did a deep analysis in the Soares s (1998), Costa s (2000) and Correa & Saleh s (2007) literatures that approached the instruction events in the social institutions and the relation between instruction and alphabetization. Independently from the social environment that occurs the instructions events, there is an inter subjective quality process between the subject and the language, by the dialogic nature that the word contains, as Bakhtin (1999) assures. In order to validate this study, we used the methodological procedures of the field research, inquiring into and the one that appeal to the qualitative analysis criteria. From the observations, we summarized our data to the individuals that attend school and the library, trying to delineate the prisoners reading profile. Following, in order to evaluate the prisoners instructions level, we reduced our data to only five interviewees, who were previously selected by the teaching staff to interpret five texts from different genders and themes. After analyzing the obtained results, we believe that a set of public policies assisted by the reading process can be useful as a model to others prisons units of Pernambuco State in order that the re-socialization process naturally occurs. / O presente trabalho objetivou investigar as práticas de leitura presentes na população carcerária do Presídio de Igarassu. Para tanto, foi necessário fazer uma revisão teórica de três concepções da leitura: cognitivista, sociointeracionista e discursiva. Ao perceber que o meio social influencia diretamente no ato de ler daquelas pessoas, utilizamos os apontamentos teóricos da perspectiva sociointeracionista, que identificam as peculiaridades na própria atividade de construção dos sentidos na relação entre autor, leitor e texto. Dentre os estudiosos ligados à leitura, utilizamos Kleiman (2007), Kato (2007), Bakhtin (1999), Antunes (2005), Koch (2005) e Orlandi (2006). Com o intuito de analisar o grau de letramento dos detentos, fizemos um aprofundamento nas literaturas de Soares (1998), Costa (2000) e Correa & Saleh (2007) que abordavam os eventos do letramento nas instituições sociais e a relação entre o letramento e a alfabetização. Independente do meio social em que ocorre o evento do letramento, há entre o sujeito e a linguagem um processo de intersubjetividade, pelo caráter dialógico que a palavra possui, como assevera Bakhtin (1999). Para validar este estudo, utilizamos os procedimentos metodológicos da pesquisa de campo, exploratória e que recorre aos critérios de análise qualitativa. A partir das observações, resumimos nosso corpus aos indivíduos que freqüentavam a escola e a biblioteca, buscando traçar o perfil de leitura dos encarcerados. Em seguida, para avaliar o nível de letramento dos detentos, reduzimos nosso corpus para apenas cinco entrevistados, que foram previamente selecionados pelo corpo docente para interpretar cinco textos, de diferentes gêneros e temáticas. Após analisar os resultados obtidos, acreditamos que um conjunto de políticas públicas subsidiadas pela leitura pode servir de modelo para as demais unidades prisionais do Estado de Pernambuco a fim de que o processo de ressocialização ocorra naturalmente.

With the advent of increased juvenile delinquency in our nation, the need for prevention and rehabilitation is paramount. Juvenile delinquent acts are becoming more serious and violent with offenders perpetrating at younger ages. Analysis suggests an increase in juvenile crime in the near future (Stone, 2000). Pinpointing the cause of delinquency is an arduous task because of the many contributing factors (e.g., impulsivity, aggression, low intellect, poor family attachment, drug, and alcohol abuse). By changing the emotional deficits found in beginning delinquency, the likelihood of developing delinquent behavior may be impeded. Research indicates that adolescents who commit crimes are lacking in empathy (e.g., Aleksic, 1975; Cohen & Strayer, 1996; Ellis, 1982; Gibbs, 1987; Marcus & Gray, 1998), thus, promoting empathy may be an avenue for prevention and rehabilitation. This study examined the levels of empathy of adjudicated youth in four juvenile correctional facilities in Texas. Using the Interpersonal Reactivity Index (IRI), empathy levels of 170 youth were examined. Youth in the study demonstrated low levels of empathy. The study found that empathy levels of adjudicated youth were differentiated by incarcerating facility, IQ, type of offense, disability status, and phase level of a re-socialization training program. Age was not found to be a significant factor for differentiating empathy levels. Youth demonstrated similiar empathy levels at three of the four incarcerating facilities. However, empathy scores were still below average. IQ ranges were differentiated by the IRI, and found to be lower than normed scores. Type of committing offense was discriminated and found to indicate low empathy levels. Youth without an identified disability scored lower than subjects with emotional/behavioral disorders (E/BD) and youth with learning disabilities (LD). This may reflect the pattern of underidentification of juveniles in correctional facilities (Nelson, Rutherford, & Wolford, 1987). Phases of Re-socialization is an instructional therapuetic program with an empathy component used at the Texas Youth Commission correctional facilities. Data from the study indicated that youth at higher phase levels demonstrated increased empathy. Much of the data are inconsistent, thus establishing the need for further research. A deeper understanding of the impact of each factor (e.g., incarcerating facility, age, IQ, type of offense, disability status, phase) may be accomplished by further research. However, data from this study is consistent with previous research (e.g., Daberman, 1999; Ellis, 1982; Gibbs, 1987; Lee & Prentice, 1988), indicating a link between juvenile delinquents and empathic deficits.

Esta dissertação, cujo título é - Educar para Ressocializar: Paradoxos de uma Proposta Educativa no Centro de Atendimento Socioeducativo Feminino (CASEF) do Estado do Rio Grande do Sul, tem como proposta colaborar na formação do trabalho dos educadores sociais do CASEF. O CASEF faz parte de uma Instituição para Adolescentes em Conflito com a Lei, denominada Fundação de Atendimento Socioeducativo (FASE). A pesquisa buscou evidenciar os pressupostos pedagógicos de um projeto de educação que favoreça processos de inclusão social, autonomia e emancipação dos adolescentes em conflito com a lei. A pesquisa é de natureza exploratória com abordagem qualitativa. A análise de dados teve como base a observação participante e a entrevista semiestruturada, onde foram entrevistados dez educadores sociais, os dados foram analisados conforme o método do Discurso do Sujeito Coletivo (DSC).Trata-se de um estudo de caso, tendo como objetivo analisar o processo de ressocialização fundado nas propostas educativas aplicadas às adolescentes em conflito com a lei no CASEF, identificando, assim, os seus pressupostos pedagógicos, pois caracterizar o que é considerado educação não formal e seu contrário, a educação formal, permitiu compreender se a busca pela ressocialização pode ou não ser complementada por outras propostas de educação não formal a ponto de favorecer a autonomia, a crítica e a inclusão social das adolescentes. A abordagem teórica foi balizada pela Teoria Educacional Crítica. Trata-se, fundamentalmente, de um estudo que reflete sobre os processos formativos a partir das perspectivas da educação não formal, questionando como a pedagogia, a escola e o currículo produzem e reproduzem formas de dominação (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). Como resultados, evidenciou-se que o ressocializar no CASEF está correlacionado a uma proposta de educar de novo, porém nos moldes da sociedade burguesa; a igualdade é apenas jurídica e abstrata, a equidade é apenas um sonho, um almejo; e as propostas educativas de ressocializar têm como objetivo no presente estudo uma outra forma de educação, onde o sujeito reconheça-se como protagonista e conquiste, assim, os seus direitos, contudo em outro estilo, contrários aos ideais da sociedade burguesa. / This master thesis named “Educating to re-socialize: paradox of an educational proposal at a Female Socio-educative Service Center (CASEF) in Rio Grande do Sul state proposes to cooperate in the work formation of social educators at CASEF, which is part of an institution of adolescents in conflict with criminal law, called Foundation of Socio-educative Service (FASE). This research searches to put in evidence the pedagogical proposals of an education project that benefits social inclusion processes, autonomy and emancipation of adolescents in conflict with criminal law. This is a qualitative and exploratory research and the data analyses counted on participant observation and a semi structured interview with ten social educators, the data were analyzed according to the method of Collective Subject Discourse (DSC). The investigation is a case study that aimed to analyze the process of re-socialization found in the educative proposals applied to the adolescents in conflict with criminal law in CASEF. This way, identify the pedagogical proposals in the educative approach of CASEF, because to characterize what is considered nonformal education and its opposite, the formal education permitted to comprehend if the search for re-socialization may or not be complemented by other proposals of non-formal education favoring autonomy, criticism and social inclusion of adolescents. The theoretical approach was based on the Critical Educational Theory. It is mainly a study which reflects about formation processes since the perspectives from the non-formal education; questioning as pedagogy the school and the curriculum producing and reproducing domination forms (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). As results was evidenced that re-socialization in CASEF is correlated to educate again, although in the bourgeois society patterns; the equality is just juridical and abstract; equinity is just a dream, a far aim; the educative proposals to re-socialize aimed in the present study another form of education where the subject is recognized as protagonist and conquers its rights, nevertheless in another style, opposing the ideals of the bourgeois society.

Esta dissertação, cujo título é - Educar para Ressocializar: Paradoxos de uma Proposta Educativa no Centro de Atendimento Socioeducativo Feminino (CASEF) do Estado do Rio Grande do Sul, tem como proposta colaborar na formação do trabalho dos educadores sociais do CASEF. O CASEF faz parte de uma Instituição para Adolescentes em Conflito com a Lei, denominada Fundação de Atendimento Socioeducativo (FASE). A pesquisa buscou evidenciar os pressupostos pedagógicos de um projeto de educação que favoreça processos de inclusão social, autonomia e emancipação dos adolescentes em conflito com a lei. A pesquisa é de natureza exploratória com abordagem qualitativa. A análise de dados teve como base a observação participante e a entrevista semiestruturada, onde foram entrevistados dez educadores sociais, os dados foram analisados conforme o método do Discurso do Sujeito Coletivo (DSC).Trata-se de um estudo de caso, tendo como objetivo analisar o processo de ressocialização fundado nas propostas educativas aplicadas às adolescentes em conflito com a lei no CASEF, identificando, assim, os seus pressupostos pedagógicos, pois caracterizar o que é considerado educação não formal e seu contrário, a educação formal, permitiu compreender se a busca pela ressocialização pode ou não ser complementada por outras propostas de educação não formal a ponto de favorecer a autonomia, a crítica e a inclusão social das adolescentes. A abordagem teórica foi balizada pela Teoria Educacional Crítica. Trata-se, fundamentalmente, de um estudo que reflete sobre os processos formativos a partir das perspectivas da educação não formal, questionando como a pedagogia, a escola e o currículo produzem e reproduzem formas de dominação (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). Como resultados, evidenciou-se que o ressocializar no CASEF está correlacionado a uma proposta de educar de novo, porém nos moldes da sociedade burguesa; a igualdade é apenas jurídica e abstrata, a equidade é apenas um sonho, um almejo; e as propostas educativas de ressocializar têm como objetivo no presente estudo uma outra forma de educação, onde o sujeito reconheça-se como protagonista e conquiste, assim, os seus direitos, contudo em outro estilo, contrários aos ideais da sociedade burguesa. / This master thesis named “Educating to re-socialize: paradox of an educational proposal at a Female Socio-educative Service Center (CASEF) in Rio Grande do Sul state proposes to cooperate in the work formation of social educators at CASEF, which is part of an institution of adolescents in conflict with criminal law, called Foundation of Socio-educative Service (FASE). This research searches to put in evidence the pedagogical proposals of an education project that benefits social inclusion processes, autonomy and emancipation of adolescents in conflict with criminal law. This is a qualitative and exploratory research and the data analyses counted on participant observation and a semi structured interview with ten social educators, the data were analyzed according to the method of Collective Subject Discourse (DSC). The investigation is a case study that aimed to analyze the process of re-socialization found in the educative proposals applied to the adolescents in conflict with criminal law in CASEF. This way, identify the pedagogical proposals in the educative approach of CASEF, because to characterize what is considered nonformal education and its opposite, the formal education permitted to comprehend if the search for re-socialization may or not be complemented by other proposals of non-formal education favoring autonomy, criticism and social inclusion of adolescents. The theoretical approach was based on the Critical Educational Theory. It is mainly a study which reflects about formation processes since the perspectives from the non-formal education; questioning as pedagogy the school and the curriculum producing and reproducing domination forms (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). As results was evidenced that re-socialization in CASEF is correlated to educate again, although in the bourgeois society patterns; the equality is just juridical and abstract; equinity is just a dream, a far aim; the educative proposals to re-socialize aimed in the present study another form of education where the subject is recognized as protagonist and conquers its rights, nevertheless in another style, opposing the ideals of the bourgeois society.

Esta dissertação, cujo título é - Educar para Ressocializar: Paradoxos de uma Proposta Educativa no Centro de Atendimento Socioeducativo Feminino (CASEF) do Estado do Rio Grande do Sul, tem como proposta colaborar na formação do trabalho dos educadores sociais do CASEF. O CASEF faz parte de uma Instituição para Adolescentes em Conflito com a Lei, denominada Fundação de Atendimento Socioeducativo (FASE). A pesquisa buscou evidenciar os pressupostos pedagógicos de um projeto de educação que favoreça processos de inclusão social, autonomia e emancipação dos adolescentes em conflito com a lei. A pesquisa é de natureza exploratória com abordagem qualitativa. A análise de dados teve como base a observação participante e a entrevista semiestruturada, onde foram entrevistados dez educadores sociais, os dados foram analisados conforme o método do Discurso do Sujeito Coletivo (DSC).Trata-se de um estudo de caso, tendo como objetivo analisar o processo de ressocialização fundado nas propostas educativas aplicadas às adolescentes em conflito com a lei no CASEF, identificando, assim, os seus pressupostos pedagógicos, pois caracterizar o que é considerado educação não formal e seu contrário, a educação formal, permitiu compreender se a busca pela ressocialização pode ou não ser complementada por outras propostas de educação não formal a ponto de favorecer a autonomia, a crítica e a inclusão social das adolescentes. A abordagem teórica foi balizada pela Teoria Educacional Crítica. Trata-se, fundamentalmente, de um estudo que reflete sobre os processos formativos a partir das perspectivas da educação não formal, questionando como a pedagogia, a escola e o currículo produzem e reproduzem formas de dominação (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). Como resultados, evidenciou-se que o ressocializar no CASEF está correlacionado a uma proposta de educar de novo, porém nos moldes da sociedade burguesa; a igualdade é apenas jurídica e abstrata, a equidade é apenas um sonho, um almejo; e as propostas educativas de ressocializar têm como objetivo no presente estudo uma outra forma de educação, onde o sujeito reconheça-se como protagonista e conquiste, assim, os seus direitos, contudo em outro estilo, contrários aos ideais da sociedade burguesa. / This master thesis named “Educating to re-socialize: paradox of an educational proposal at a Female Socio-educative Service Center (CASEF) in Rio Grande do Sul state proposes to cooperate in the work formation of social educators at CASEF, which is part of an institution of adolescents in conflict with criminal law, called Foundation of Socio-educative Service (FASE). This research searches to put in evidence the pedagogical proposals of an education project that benefits social inclusion processes, autonomy and emancipation of adolescents in conflict with criminal law. This is a qualitative and exploratory research and the data analyses counted on participant observation and a semi structured interview with ten social educators, the data were analyzed according to the method of Collective Subject Discourse (DSC). The investigation is a case study that aimed to analyze the process of re-socialization found in the educative proposals applied to the adolescents in conflict with criminal law in CASEF. This way, identify the pedagogical proposals in the educative approach of CASEF, because to characterize what is considered nonformal education and its opposite, the formal education permitted to comprehend if the search for re-socialization may or not be complemented by other proposals of non-formal education favoring autonomy, criticism and social inclusion of adolescents. The theoretical approach was based on the Critical Educational Theory. It is mainly a study which reflects about formation processes since the perspectives from the non-formal education; questioning as pedagogy the school and the curriculum producing and reproducing domination forms (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). As results was evidenced that re-socialization in CASEF is correlated to educate again, although in the bourgeois society patterns; the equality is just juridical and abstract; equinity is just a dream, a far aim; the educative proposals to re-socialize aimed in the present study another form of education where the subject is recognized as protagonist and conquers its rights, nevertheless in another style, opposing the ideals of the bourgeois society.

Made available in DSpace on 2016-04-27T18:47:18Z (GMT). No. of bitstreams: 1 Tese Jose Bernardo Eneias de Oliveira.pdf: 2502071 bytes, checksum: 6cd564f5666c6afad08ad8d241d796b1 (MD5) Previous issue date: 2006-05-17 / The present research shows up capability and possibilities for elderly people (senior citizens) to (re) socialize by work and new occupations, even considering the natural aspects of the aging process. It recognizes the development of their skills in the learning process, for a continuous social reproduction, as a way of social insertion and quality of life. This study discusses the adaptation of elderly people to the new social model when cultural values and subjective perception create barriers in socialization thus unbalancing emotional aspects and making functional and social changes. These non-perceptive variables damage the social adaptation specifically concerning the decision-making capability and performance of actions with their own means: autonomous and functional independence. The investigations are based on social-economic transformations through which the world is going, mainly in issues of the population s aging process and the social reproduction as a way to survive, making new prospects possible for elderly people, thus not regarding them as a non-productive part of the population / A presente pesquisa destaca a capacidade e as possibilidades dos idosos para a (re) socialização, através do trabalho e das novas ocupações, mesmo considerando desgastes naturais no processo do envelhecimento. Reconhece o desenvolvimento de suas habilidades no processo de aprendizado, para a contínua reprodução social, como forma de inserção social e qualidade de vida. Este estudo discute a adaptação dos envelhecentes ao novo modelo social, quando os valores culturais e as suas percepções subjetivas criam barreiras para a socialização, causando desequilíbrios nos aspectos emocionais, provocando alterações funcionais e sociais. Tais variáveis aperceptivas causam danos em sua adaptação social, especificamente, no que tange à capacidade de decisão e realização das ações com seus próprios meios: autonomia e independência funcional. As investigações vêm de encontro às transformações socioeconômicas que o mundo passa, sobretudo nas questões do envelhecimento da população e a reprodução social como meio de sobrevivência, possibilitando aos idosos novas perspectivas, não os considerando, assim como, parcela improdutiva da população

Made available in DSpace on 2016-06-02T19:25:30Z (GMT). No. of bitstreams: 1 DissMPM.pdf: 896533 bytes, checksum: 35a53630d3466093b6841a2a9f70839b (MD5) Previous issue date: 2005-03-31 / This dissertation: The social representations about the feminine prison labor aims at collecting and analysing the social representations the women who are prisoners (women inmates) and the ones who work at prison, such as guards, teachers and principals of the Penitenciária Feminina da Capital (São Paulo SP) have about work. The work is considered by the prisoners as an opportunity to earn money and at the same time as a brief scape from their reality. Besides, the prison labor has a variety of values which are associated to values expressed by the ones who are not at prison. Therefore the prison labor is conceived as something highly positive which gives the prisoners the citizenship passport. Even when the feminine prisoners do not agree with the work at prison, they are forced to work as the work is conceptualized as something which might rescue the criminals, offering them the possibility of being reintegrated in society. / A Dissertação Representações Sociais do Trabalho Carcerário Feminino tem, como objeto principal, colher e analisar as representações sociais atribuídas ao trabalho por mulheres encarceradas, guardas, mestras e diretoras da Penitenciária Feminina da Capital (São Paulo/SP). O trabalho representa para as presas uma oportunidade de ajuda financeira e fuga momentânea da realidade que estão inseridas. Além disso, o trabalho carcerário possui uma variedade de valores que são associados aos valores concebidos pela sociedade extramuro. Dessa forma, o trabalho dentro das instituições carcerárias recebe um status positivo que confere a presa trabalhadora a possibilidade de um passaporte para a cidadania. Mesmo que não compactue com o trabalho carcerário, a mulher encarcerada é obrigada a trabalhar. Porém, o ato de trabalhar dentro de uma prisão se sobrepõe a esse fato, pois perpassa na instituição a lógica de que é o trabalho o grande responsável pelo resgate do indivíduo delituoso ao convívio social.