A Escolarização de Adolescentes Infratores em Um Contexto de Privação de Liberdade

2018 ◽  
pp. 34
Author(s):  
Eliseu De Oliveira Cunha ◽  
Maria Virgínia Machado Dazzania
Keyword(s):  
Public Schools ◽  
Educational System ◽  
Social Inclusion ◽  
School Education ◽  
Formal Schooling ◽  
Security Measures ◽  
Structured Interviews ◽  
School Year ◽  
Teacher Student ◽  
The Right

A Constituição Federal e o Estatuto da Criança e do Adolescente - (ECA) preveem o direito à educação escolar do adolescente autor de ato infracional privado de liberdade. Para efetivar tal garantia, as unidades socioeducativas de internação costumam abrigar, em suas respectivas estruturas institucionais, escolas públicas, nas quais os socioeducandos têm acesso à escolarização formal. Não obstante, muitas dúvidas ainda pairam a respeito das condições de implementação dessa política pública em um contexto tão idiossincrático. Nesse sentido, os objetivos que nortearam a realização do presente estudo foram os de elucidar e discutir as especificidades institucionais e operacionais da escolarização de adolescentes autores de ato infracional em um contexto de privação de liberdade. Foram realizadas entrevistas semiestruturadas com seis educadores, que atuavam em uma unidade de internação do sistema socioeducativo baiano. A análise dos dados revelou, dentre outros aspectos, uma intensa rotatividade do corpo discente, decorrente do frequente ingresso e saída de adolescentes ao longo de todo o ano letivo, um clima institucional permanentemente tenso, caracterizado por várias medidas de segurança, que comprometem o relacionamento professor-aluno, e um corpo docente desamparado e resiliente, que atua sob inúmeras condições adversas. A educação escolar, contudo, foi quase unanimemente valorada de forma positiva, sendo concebida como uma condição sine qua non para a inclusão e a mobilidade sociais dos internos. Conclui-se assinalando a insuficiência da escolarização no atendimento socioeducativo, bem como a necessidade de políticas públicas que a complementem e a antecedam.Palavras-chave: Adolescentes em Conflito com a Lei. Sistema Socioeducativo. Escolarização. Privação de Liberdade.AbstractThe Federal Constitution and the Child and Adolescent Statute provide for the right to school education of adolescents offenders deprived of liberty. In order to carry out such guarantee, the socio-educational units of internment usually have public schools in their respective institutional structures, where the inmates have access to formal schooling. Nevertheless, there are still many doubts about the conditions of implementation of this public policy in such an idiosyncratic context. In this sense, the goals that guided the conducting of the present study were to elucidate and discuss the institutional and operational specificities of the adolescents offenders schooling in a context of deprivation of liberty. Semi-structured interviews were carried out with six educators who had been working in an internment unit of the Bahia state socio-educational system. Data analysis revealed, among other aspects, an intense turnover of the students , due to the frequent entrance and exit of adolescents throughout the school year, a permanently tense institutional climate characterized by several security measures that compromise the teacher-student relationship, and a helpless and resilient set of teachers that work under numerous adverse conditions. However, school education was almost unanimously positively valued and was conceived as a condition sine qua non for the social inclusion and mobility of inmates. It is concluded pointing out the schooling insufficiency in the socio-educational care, as well as the need of public policies that complement and precede it.Keywords: Adolescents Offenders. Socio-Educational System. Schooling. Liberty Deprivation.

Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education

2020 ◽  
Vol 122 (14) ◽  
pp. 1-30
Author(s):  
Eliza Moeller ◽  
Alex Seeskin
Keyword(s):  
Public Schools ◽  
Student Outcomes ◽  
School Leaders ◽  
Research Question ◽  
Chicago Public Schools ◽  
School Year ◽  
Use Of Data ◽  
Using Data ◽  
The Right ◽  
The University

Background/Context There is a body of evolving research on how educators use data for improvement, with many examples in the literature about how educators learn to use a routine of data-driven cycles of inquiry to make smart improvements to their practice. This article is not an alternative structure for engaging in cycles of inquiry, but rather a series of critical considerations for school leaders about how, why, and with what supports they can best organize their schools to use data for improvement. Purpose/Objective/Research Question/Focus of Study The study addresses the research question, “What are the conditions necessary for school leaders to use data to improve student outcomes?” To demonstrate our concept of practice-driven data, we use Chicago Public Schools as a case study of school district that worked and continues to work with its research and practice partners to implement a process using data-based indicators with the goal of improving practice and ultimately student outcomes. Research Design In this article, as authors we are participant observers of the work of bringing data to schools across various projects and many years. We write this article as leaders that are based in the University of Chicago and work with Chicago Public Schools, but are independent of the district. We rely on notes from our daily practices, observations from our experiences, and documents from the practices supporting Chicago Public School leaders. Conclusions/Recommendations We build the article around five lessons that form an approach to the use of practice-driven data: First, it is important to build capacity to facilitate hard conversations that use data to spur collective action, which requires an emphasis on trust, collaboration, and culture. Second, the preponderance of available data and the scarce resource of time require that educators and leaders prioritize research-based indicators that matter most for student success. Third, educators at all levels of the school system can use relevant research evidence to make meaning of the data to guide their practice, and to develop shared ownership over the implications of the research on improving student outcomes. Fourth, using data effectively to guide practice requires that educators and leaders use the right data at the right time of the school year. Finally, there is no more important use of data in public schools than as a tool to identify and stop inequities that continue to leave the most vulnerable students further and further behind.

scholarly journals THE POWER OF STATE, THE RIGHT OF PARENTS, THE RIGHT OF THE CHILD – THE RIGHT TO EDUCATION AS THE RIGHT TO POSSESS CONTROL

2017 ◽  
Vol 31 (4) ◽  
pp. 7-32
Author(s):  
Magdalena Butrymowicz
Keyword(s):  
Public Schools ◽  
19Th Century ◽  
Educational System ◽  
Good Condition ◽  
The State ◽  
Economic Aspects ◽  
Right To Education ◽  
The Right ◽  
The 19Th Century ◽  
Historical Nature

Why does the state have power in the area of education over parents’ wishes? The first reason has already been explained above: these are financial and economic aspects. The second reason is of historical nature. The state has controlled education in general historically. When in the 19th century the idea of public schools was created, the state sponsored such schools. Private schools were in a good condition, since they had their own sponsors or proceeds from pupils’ tuitions. When they lost their self-sustainability, they had to request the state for some support. And, as mentioned above, the state had its interest in controlling the educational system, because it wanted to influence the upbringing process of its citizens and create an ideology, which would help to achieve the government’s goal.

scholarly journals COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION

2017 ◽  
Vol 75 (4) ◽  
pp. 324-334
Author(s):  
Theresa Adrião ◽  
Teise Garcia ◽  
Juliana Azevedo
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Compulsory Education ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Structured Interviews ◽  
Right To Education ◽  
Documentary Sources ◽  
The Right

This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The first is called Integral Secondary Education and was implemented in one of the poorest regions of the country, the state of Pernambuco; The second identified as Education - Commitment Program São Paulo is being developed in the richest region of Brazil, the state of São Paulo, where the third policy was also disseminated with the adoption of so - called Private Education Systems in public schools. The research, of a qualitative nature, derives from research in primary documentary sources and semi-structured interviews with educational managers. The results confirm the trends identified in the literature, according to which education, when it is a field for business expansion through the performance of private companies directly in the management of public education, accentuates inequalities of access to schooling processes. In the analyzed cases, these inequalities are observed in the unequal access to the time of permanence in the school; In the unequal working conditions of teachers and in the allocation of public funds to profitable companies, to the detriment of investment in public education. Keywords: public primary education, privatization of education, right to education.

Different Forms of Work Satisfaction

1998 ◽  
Vol 3 (3) ◽  
pp. 209-218 ◽  
Author(s):  
André Büssing ◽  
Thomas Bissels
Keyword(s):  
Work Satisfaction ◽  
Preliminary Evidence ◽  
Qualitative Approach ◽  
Extended Model ◽  
Work Situation ◽  
Structured Interviews ◽  
Global Satisfaction ◽  
Evaluative Processes ◽  
The Right ◽  
Level Of Aspiration

The extended model of different forms of work satisfaction ( Büssing, 1991 ), originally proposed by Bruggemann (1974) , is suggested as a distinctive qualitative approach to work satisfaction. Six forms of work satisfaction—progressive, stabilized, resigned satisfaction, constructive, fixated, resigned dissatisfaction—are derived from the constellation of four constituent variables: comparison of the actual work situation and personal aspirations, global satisfaction, changes in level of aspiration, controllability at work. Preliminary evidence from semi-structured interviews with 46 nurses shows that the dynamic model is headed in the right direction (qualitative differentiation of consistently high propertions of satisfied employees, uncovering processes of person-work situation interaction). Qualitative methods demonstrated their usefulness in accessing underlying cognitive and evaluative processes of the forms, which are often neglected by traditional attitude-based satisfaction research.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

Revisiting Curricula for Deaf Students

2018 ◽  
Author(s):  
Stein Erik Ohna
Keyword(s):  
Sign Language ◽  
Educational System ◽  
School System ◽  
First Language ◽  
National Curriculum ◽  
Educational Context ◽  
Deaf Students ◽  
National Policies ◽  
Classroom Processes ◽  
The Right

The Norwegian National Curriculum in 1997 introduced four subject curricula for deaf students as part of new legislation giving deaf students who have acquired sign language as their first language the right to instruction in the use of sign language and through the medium of sign language. A few years later, new hearing technologies contributed to substantial changes in the educational context. This situation has challenged the school system, schools, and teachers. The chapter is organized in three sections. First, the educational system and the process leading to the introduction of new legislation is presented. The second section deals with information about the use of curricula for deaf students. The last section discusses issues of students’ achievements, classroom processes, and national policies.

scholarly journals Disability, Human Resources and Behavioral Economics: The Labour Inclusion Case of Ilunion Hotels of the Costa del Sol (Spain)

2021 ◽  
Vol 18 (15) ◽  
pp. 7932
Author(s):  
Marco Antonio Cruz-Morato ◽  
Carmen Dueñas-Zambrana ◽  
Josefa García-Mestanza
Keyword(s):  
Behavioral Economics ◽  
Stress Responses ◽  
Social Inclusion ◽  
Social Stigma ◽  
People With Disabilities ◽  
Professional Activity ◽  
Specific Situation ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
The Social

The situation of labour inclusion of people with disabilities in Spain is still too negative, in spite of the different efforts carried out by public and private sector. Previous research points to social discrimination as one of the main causes of the situation. Ilunion Hotels is one of the most important hotel companies in Spain focused on labour inclusion of people with disabilities. The objective of this paper is to explore the social inclusion case of Ilunion Hotels of the Costa del Sol, the actions that they have developed to improve the labour integration of this collective, based on a behavioral economics theoretical model (with a high relevance of the influence of social stigma, stress theories and coping to stress responses). We look into the specific situation of two of the three hotels developed as Special Employment Centres (sheltered employment contexts defined by Spanish legislation) and the possible impact of their Support Units for Professional Activity. Case study methodology is considered the most appropriate, according to the research objective, supported by semi-structured interviews with the hotel managers. The results show that, although Special Employment Centres are effective in improving labour integration in the short term and could contribute to change the long-term social perspectives about workers with disabilities, they could be also reinforcing the social stigma existing in the ordinary market.

scholarly journals The potential for person-centred planning to support the community participation of adults with an intellectual disability

2021 ◽  
pp. 174462952110221
Author(s):  
Darren McCausland ◽  
Esther Murphy ◽  
Mary McCarron ◽  
Philip McCallion
Keyword(s):  
Intellectual Disability ◽  
Mixed Methods ◽  
Community Participation ◽  
Social Inclusion ◽  
Mixed Methods Approach ◽  
Complex Needs ◽  
Qualitative Case Studies ◽  
Quantitative Analyses ◽  
The Right ◽  
The Impact

Person-centred planning (PCP) puts individuals with an intellectual disability at the centre of service and support planning, identifying how individuals wish to live their lives and what is needed to make that possible. PCP has been identified as having the potential to facilitate improved social inclusion and community participation. A mixed-methods approach combined quantitative analyses with qualitative case studies of individuals with severe-profound intellectual disability to assess the impact of PCP on community participation for adults with an intellectual disability at a disability service in Dublin. We conclude that PCP may provide a good basis to plan community participation and, with the right supports in place, may provide opportunities for people with complex needs to improve their community participation. Supports including familiar staff and family are critical to the success of PCP for people with complex needs, and their absence may undermine the best intentions of PCP for this population.

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