Família(s) e Centro para Crianças e Adolescentes: ampliando diálogos

• Ano de defesa: 2018
• Autor(a) principal: Somekh, Juliana
• Orientador(a): Szymanski, Luciana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação não-formal; Educação - Participação dos pais; São Paulo (cidade) - Prefeitura - Centro para Crianças e Adolescentes; Fenomenologia
• Palavras-chave em Inglês: Non-formal education; Education - Parent participation; Phenomenology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/21464

This research is part of the ECOFAM group and was developed by inspiration from the phenomenological perspective according to some Arendtian and Heideggerian understandings systematized by Critelli (1996), and the method used was based on the qualitative research of an interventional character. The research and fieldwork process were carried out at a Center for Children and Adolescents (CCA) and the guiding question was: in what way does the partner institution dialogue with the families of the students? We could perceive that the dialogue exists in some ways, starting with the importance that the partner institution’s professional team gives to the necessity for a relationship with their families and a constant work for its improvement, which, in fact, made possible this research. The general purpose of this work was to improve the dialogue between the families and a CCA and, to achieve that, we looked for: a. identify how family issues appear in the educational process of learners; b. understand how the team dialogues and approaches the families to the educational process; c. to promote meetings and reflection spaces for professionals to improve their dialogue with families; d. work in partnership with families whose issues impact the educational process. During the intervention process we used as a procedure a logbook, participative observation and group and individual reflective meetings. The phenomena that appeared were compiled in two types in the analysis stage: a. limitations for dialogue within the family; b. obstacles to an educational improvement in a non-formal education institution. The analysis carried out, among other issues, points to the possibility of a deepening in how to improve the conversation field about daily issues that appear in families, and how to regulate non-formal education so it will be not only a complementation of formal education, but a structuring guideline