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Advisor(s)
Abstract(s)
Esta investigação tem como principal objectivo caracterizar o papel dos professores nas Comissões de Protecção de Crianças e Jovens (CPCJ) a partir dos discursos e dos trajectos de catorze professores que desempenham funções nas CPCJ dos distritos da Guarda e de Castelo Branco. O professor é colocado nas CPCJ, como representante do Ministério da Educação, no âmbito do Protocolo de Cooperação celebrado e assinado em 2006, entre o Ministério da Educação e o Ministério do Trabalho e da Solidariedade Social. O seu papel é de extrema importância porque funciona como mediador e elemento de referência da família e da criança numa entidade que tem responsabilidades em matérias de infância e juventude em Portugal. É essa, aliás, a razão do art. 20º, alínea 4 da Lei de Protecção de Crianças e Jovens em Perigo Lei n.º 147/99 de 1 de Setembro, ao consagrar que a CPCJ, a funcionar na modalidade restrita, deve integrar pessoas com formação na área da educação. Face à importância de compreender o que os professores dizem sobre o seu papel nas CPCJ, pretendemos caracterizar as representações sociais que os professores representantes têm da sua agência e da sua acção na CPCJ. Assim, desenvolvemos um trabalho de investigação, de natureza qualitativa, junto de um conjunto de professores representantes nas CPCJ dos distritos de Castelo Branco e da Guarda. Como instrumento de recolha de dados utilizou-se a entrevista estruturada.
This research has as main objective characterize the roll of teachers in the Committees for the Protection of Children and youth (CPCY). The teacher is placed in the CPCY in the scope of the Protocol of Cooperation celebrated and signed between the Ministry of Education and the Ministry of Labour and Social Solidarity, being the CPCY the representant of the Ministry of Education. His roll is of extreme importance because it works as a mediator and as an element of reference of the family and the child. It is, by the way, the purpose of the art. 20º of the Law of Protection of Children and Youth in danger, establishing that the CPCY, working in a restrict mode, should integrate people with formation in the education area. Due to the importance of understanding what teachers say about their own roll in the CPCY, we would like to characterize the social representations that the representative teachers have of their agency and of their action in the CPCY. Thus, we have developed a research, of qualitative nature, amongst several representative teachers in the CPCJ of the districts of Castelo Branco and Guarda. As an instrument of collecting data it was used the structured interview.
This research has as main objective characterize the roll of teachers in the Committees for the Protection of Children and youth (CPCY). The teacher is placed in the CPCY in the scope of the Protocol of Cooperation celebrated and signed between the Ministry of Education and the Ministry of Labour and Social Solidarity, being the CPCY the representant of the Ministry of Education. His roll is of extreme importance because it works as a mediator and as an element of reference of the family and the child. It is, by the way, the purpose of the art. 20º of the Law of Protection of Children and Youth in danger, establishing that the CPCY, working in a restrict mode, should integrate people with formation in the education area. Due to the importance of understanding what teachers say about their own roll in the CPCY, we would like to characterize the social representations that the representative teachers have of their agency and of their action in the CPCY. Thus, we have developed a research, of qualitative nature, amongst several representative teachers in the CPCJ of the districts of Castelo Branco and Guarda. As an instrument of collecting data it was used the structured interview.
Description
Keywords
Comissão de Protecção de Crianças e Jovens Inclusão social