Formação e inserção de adolescentes e jovens no mundo do trabalho: um estudo de caso sociopedagógico do CCP Henry Ford Multimarcas

• Ano de defesa: 2020
• Autor(a) principal: Souza, Andreia Alves de
• Orientador(a): Souza Neto, João Clemente de
• Banca de defesa: Andrade, Maria de Fátima Ramos de, Araújo, Margareth Martins de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Educação, Arte e História da Cultura
• Departamento: Centro de Educação, Filosofia e Teologia (CEFT)
• País: Brasil
• Palavras-chave em Português: educação social; desenvolvimento integral; juventude; participação; trabalho
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: https://dspace.mackenzie.br/handle/10899/28542

The present dissertation is located in the line of research on educator training for interdisciplinarity. It proposed to investigate the multiple questions about the formation of adolescents and young people for the world of work. The research problem was characterized by understanding how the Henry Ford Multimarcas CCP's formative itinerary contributes to the insertion of the egress into the world of work. This sociopedagogical space is a service unit of the Centro Social Nossa Senhora do Bom Parto, which operates in the East Side of São Paulo, serving 10,000 children, adolescents, young people, homeless adults, and the elderly on a daily basis. We adopted the ethnomethodological approach for the qualitative analysis of the data collected from the questionnaires and semi-structured interviews. The analysis of the data points to the professionalizing formation for the world of work, under the influence of the social actors that participate in the life of the youth, such as the family, the community, and the educators. But, another important factor is the youth's desire to participate in the training and to enter the job market. Coexistence and hospitality are drivers of a formation for life and work, the data point out that the formative itinerary accommodates listening as a strategy for coexistence in the community and at work. The research points out that the principles of integral development presuppose the development of skills and knowledge that strengthen self-care and self-knowledge, develop critical thinking, creativity, make responsible decisions with oneself and with others, define priorities and goals, and persevere to reach one's objectives, in light of human rights for access, permanence, and adaptability to the conditions and challenges of the world of work. These are conductive factors of a robust formative itinerary connected to the dynamics of work and its challenges.