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Abstract(s)
As crianças e os jovens englobam actualmente um dos grupos sociais que facilmente poderá integrar um quadro de exclusão social. Quando o grupo familiar, que constitui parte fundamental da socialização, não detém condições para assegurar um desenvolvimento biopsicossocial equilibrado, a criança é privada de um crescimento e desenvolvimento estável que irá dificultar a integração na comunidade a que pertence. Neste sentido, a única solução é a institucionalização. Desta forma, a Instituição e a Escola passam a ser os principais agentes de socialização destas crianças e consequentemente os principais transmissores de valores, normas, regras e competências.
O ponto de partida do presente estudo resume-se à seguinte interrogação: De que modo se pautam os comportamentos e as atitudes de jovens institucionalizados face ao meio escolar? Através da realização de entrevistas a 10 jovens do sexo masculino, institucionalizados na valência Abrigo de São José, integrada na Obra de Socorro Familiar, tentar-se-á apreender de forma se os seguintes conceitos – exclusão, institucionalização, integração escolar e sucesso escolar – se interligam entre si.
Conclui-se finalmente que ao contrário do que seria expectável os jovens não se sentem de forma alguma excluídos e marginalizados. A adaptação e integração ao meio escolar é, por sua vez, bem conseguida contudo o sucesso escolar continua a ser a maior problemática na vida destes indivíduos.
A desmotivação e a falta de iniciativa relativamente à escola revela ser uma tendência significativa. O capital social destes jovens é relativamente fraco, e o facto de serem provenientes de meios onde imperam fracas habilitações escolares condiciona as suas ambições em relação não às expectativas escolares, pois a maioria ambiciona continuar a estudar mas sim à vontade e à necessidade de integrar totalmente a escola em todas as suas abrangências.
Children and young people currently comprise one of the social groups that could easily integrate a framework of social exclusion. When the family group, which is a fundamental part of socialization, holds no position to ensure a balanced biopsychosocial development, the child is deprived of a stable growth and development that will hinder integration into the community to which he belongs. In this sense, the only solution is to institutionalize. Therefore, the institution and the School become the main agents of socialization of these children and consequently the main transmitters of values, norms, rules and skills. The starting point for this study is the following question: how do young people who are institutionalized behave and how are their attitudes in the school environment? Through a case study of 10 male young people of the residencial care «Abrigo de São José we’ll try to capture the connection between the following concepts - exclusion, institutionalization, integration - school and school success. Finally in conclusion, and contrary to what would be expected young people do not feel in any way excluded and marginalized. The adaptation and integration into the school environment is in turn well achieved, however, success in school remains the biggest problem in these individuals. The lack of motivation and lack of initiative on the school proves to be a significant trend. The cultural background of these young people is relatively weak, and the fact that they come from environments where prevail a weak educational attainment conditions their ambitions not in relations to their studies, as most of them desires to further their education, but the will and the necessity of being an integrate part of school in all scope.
Children and young people currently comprise one of the social groups that could easily integrate a framework of social exclusion. When the family group, which is a fundamental part of socialization, holds no position to ensure a balanced biopsychosocial development, the child is deprived of a stable growth and development that will hinder integration into the community to which he belongs. In this sense, the only solution is to institutionalize. Therefore, the institution and the School become the main agents of socialization of these children and consequently the main transmitters of values, norms, rules and skills. The starting point for this study is the following question: how do young people who are institutionalized behave and how are their attitudes in the school environment? Through a case study of 10 male young people of the residencial care «Abrigo de São José we’ll try to capture the connection between the following concepts - exclusion, institutionalization, integration - school and school success. Finally in conclusion, and contrary to what would be expected young people do not feel in any way excluded and marginalized. The adaptation and integration into the school environment is in turn well achieved, however, success in school remains the biggest problem in these individuals. The lack of motivation and lack of initiative on the school proves to be a significant trend. The cultural background of these young people is relatively weak, and the fact that they come from environments where prevail a weak educational attainment conditions their ambitions not in relations to their studies, as most of them desires to further their education, but the will and the necessity of being an integrate part of school in all scope.
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Keywords
Socialização - Sucesso escolar Escola - Problematização sociológica