A família existente no imaginário de adolescentes contemporâneos: vivências e convivências complexas na instituição escolar

• Ano de defesa: 2021
• Autor(a) principal: Tavares, Jardinete
• Orientador(a): Petraglia , Izabel Cristina
• Banca de defesa: Hashizume, Cristina Miyuki, Campos , Elisabete Ferreira Esteves, Guérios , Ettiène Cordeiro, Oliveira, Elaine Teresinha Dal Mas Dias de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de Sao Paulo
• Programa de Pós-Graduação: Educacao
• Departamento: Educacao:Programa de Pos Graduacao em Educacao
• País: Brasil
• Palavras-chave em Português: Família e Instituição Escolar; Imaginário; Adolescentes; Epistemologia da Complexidade; Fenomenografia
• Palavras-chave em Inglês: Family and Educational Institutions; Imaginary; Teenagers; Epistemology of Complexity; Phenomenography
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/2147

The purpose of the present research is to identify, describe, interpret, understand and document the different family configurations that exist in the imaginary of contemporary teenagers, as perceived and lived in the experiences and coexistences established during their school life. These actions are made possible based on the content of interviews performed with students enrolled in high schools located in the state of Rio de Janeiro, namely public schools, private schools, public and private religious schools. This research is of a qualitative descriptive nature based on Epistemology of Complexity, proposed by Edgar Morin, which favors the use of several strategies for a better comprehension of self-revealing phenomena in their natural process; flexible when it comes to changes and sensitive to the new paths that appear, incessantly, throughout the scientific execution. The guiding principles, for analysis of what was obtained through direct contact with the teenagers, are: the systemic or organizational, the retroactive circuit, the autonomy/dependence, the reintroduction of knowledge into knowledge, the dialogic, the recursive and the hologramatic circuit, all of which guide the study of the issue evidenced as a problem situation. It uses Phenomenography as a research strategy for mapping and handling of data that shows, in a complex analysis of various conceptions, the different ways teenagers describe the families that exist in their imaginary, created during the course of their daily life in educational institutions throughout their basic education journey. It presents an analytical report that progressively details the obtained results, as described in the interviews and in perspective when evaluating the impact on educational institutions. It takes into consideration the family’s history-social reality in a complementary and integrative manner, with a liberalism, neoliberalism and the current neoconservative explanation background, as this was the teenager’s political-social-religious scenario at the time of the interviews. It adds a summary of the legal framework for several family configurations existing in Brazil and the definition of the laws that support them. It is in this scenario that the interviewed teenagers presented the family created in their imaginary, with the conjugal family being what they refer to as traditional family. The description of this family configuration appears in first place out of the given answers and is presented as being composed by a father, mother and children. In their descriptions, teenagers say educational institutions prioritize conjugal families and that they expect to find it in the relationships established in their daily life and do not demonstrate, at first, belief in the existence of different families. They clarify that it is possible, in some schools, to find an indiscriminate view of family, with no labels or specific configurations, where they expect someone responsible for the child or teenager, the so called responsible adult, and that this is an alternative manner for the school to deal with families that do not fit the norm. According to respondents, the educational institution, currently, has an idealized view of relationships between parents and children, therefore they imagine bonds and relationships created this way, which is not their reality and are therefore, for those teenagers, a non-existent family. The results of this research, as well as the all the concepts are presented with complex inter-relations that put educational institutions in a privileged educational role when considered as a place of life. Consequently, their perception is that institutions are capable of working in teaching new generations to favor the existence of healthy relationships between different individuals, situations, places, desires, feelings, learnings and family institutions with their several nuances, to create understanding of individual and collective experiences as natural processes of human existence.(AU)