Crianças e jovens portadores de necessidades educativas especiais institucionalizados: um estudo sobre suas interpretações em relação às práticas socioeducativas para a reinserção social.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The present study has as its objective understand the interpretations of youngsters in need of special education, regarding the socioeducative practices for social re-introduction, developed at a Shelter, part to the Child and Adolescent Foundation (FUNDAC) in the city of Salvador, Bahia. Initially, the study presents a bibliographic interpretation, aiming to historically contextualize the conception and assistance implemented for the services offered to those in need of special education. Following this, the study focuses on the process of segregation and institucionalization imposed to these subjects, taking as the main point for the execution of the study, the concept of Total Institution developed by Goffman. The methodological option was the qualitative approach, using semiological ethnography,based on the epistemiological concepts and methodological devices of the Ethnoresearch. As a data analysis technique, the narrative interpretation of the youngsters and teachers was used. They were heard about the actions implemented for the social re intruduction based on contents analysis. From the analysis of the narratives three analytical categories were identified: Institutionalization, Pedagogic Practices and Social Re-introduction. Based on the analysis of these analytical categories, it was possible to assert that the Shelter, officially considered a ?transitory house?, is in fact a Total Institution (Goffman, 1961), contradicting the Article 101 ? Single Clause ? of the Child and Adolescent Statute (ECA, 1990): ?the shelter is a provisional and exceptional measure, only appropriate for use as a form of transition for placement in a substitute family, not implicating in deprivation of freedom?. In relation to the educative practices for social re-introduction, the conclusion is that they turn out to sociopedagogically ineffective, reinforcing an institutional model with characteristics of a Total Institution. Such actions, implemented in a closed regime, only reinforce the social segregation of those in need of especial education, making it difficult to be socially re-introduced and achieve dignity in life.

ASSUNTO(S)

social re-introduction educacao reinserção social instituticionalization institucionalização jovens portadores de necessidades educativas especiais youngster in need of special education

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