Navegando por Assunto "Projeto de vida"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Juventude, escolarização e projeto de vida: representações sociais dos jovens de Bragança/Amazônia Paraense
(Universidade Federal do Pará, 2018-02-28) FARIAS, Degiane da Silva; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis is the result of a study on Youth and Schooling and had as the main goal to analyze the High Public School young people’s Social Representations from the city of Bragança-(PA) on their schooling and the implications in their life projects. This study was supported by the Theory of Social Representations (SRT) developed by the Romanian Serge Moscovici (1978) and consolidated by Denise Jodeled (2001), Nascimento (2002) and Celso Sá (2003), amongst others. The discussion on Youth, Schooling and Life Project was based on Nascimento (2014), Spósito and Carrano (2003), Dayrell (2016), Abramovay, Castro and Waiselfisz (2015). Based on the theoretical reference of the TRS, from the perspective of the procedural approach, the logic of the dimensions that make up the thematic network of this work was synthesized based on the following questions: Who says and from where it is said? What is said and with what effect? Four thematic analyzes were constructed from the images and meanings expressed in the subjects' speeches: the importance of the school; Difficulties faced by young people either to be or to remain in school; The school desired by the young; Plans for the future (Life projects). It is a qualitative study from the perspective of Ludke and André (1986), as the informative exploratory type in Leopardi (2002) and Lakatos and Markoni (2011). Three data collection techniques were used for the development of this research: the questionnaire, the focus group and the Free Word Association based on Gil (1999), Gondim (2003) and Nóbrega and Coutinho (2003). The subjects of the survey were 95 young people from the 3rd year of high school. The questionnaire and free association of words were applied to all young participants in the research, and the focus group was carried out with a group of 13 young people defined by application. Based on the goals of the research, the results pointed out that it is a group of subjects marked by characteristics of attachment to the world of work, to the condition of father, mother, riverine person, fisherman, digital native, therefore plural and heterogeneous subjects. These youngsters give the school needful purposes and meanings for the construction of their life projects insofar as it assumes it as a place from which their projections gain possibilities of concretization.
Acesso aberto (Open Access)
Projetos vividos representações construídas: as representações sociais que mulheres e homens do assentamento CIDAPAR possuem sobre os saberes que buscam na escola para seus projetos de vida
(Universidade Federal do Pará, 2007-09-25) NEVES, Joana d'Arc de Vasconcelos; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
The study on social representation of assessed women and men about their knowledge they look for at schools for their project of life has had, as a specific reality, the stories lived and told by 13 subjects of the Federal Assessment of CIDAPAR, at the Northeastern region of the State of Pará. In order to register the significant of those knowledge those subjects look for their project of lives, we structure our research works in the circulation conditions as well as in the production of such a social representations. The symbolic organizing pf those women and men representations was structured in three dimensions corresponding to wishes of having a peace of land, the historic trajectory of assessment construction as well as the cultures and knowledge set up by the mentioned subjects. The dynamic of these three dimensions, analyzed starting from the targeting and anchorage, allowed us to identify and comprehend the how and the why the significant attributed to knowledge that they look for at school for their project of lives, which constituted itself the central axis of this investigation work. We have used the obtained discuss on Conversational Interviews as well as the draws and Focal Group discuss as the corpus for analysis. The analysis was based Lefebvre and Lefèbvre concept to identify the targeting and anchorage extracted from the discuss of those subjects. The results of this study permit us to conclude that these subjects assembled one of the faces of their identities, from their relationship with the land, which mobilized them on the construction of the cultural territory of the assessment with a new perspective of life, linked to this transient movement between the rural and the urban realities, which is the scenario of life experience and sharing that legitimate this subject like a subject that keeps relationships with the power and the non power as well as with the know and not know that constitute a dynamic about a knowledge about themselves, a knowledge like power and a knowledge to transform.
Acesso aberto (Open Access)
Representações sociais de adolescentes: ato infracional e projeto de vida
(Universidade Federal do Pará, 2012-05-07) SOUSA, Marlene Feitosa de; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
The object of this study is the social representations of adolescent perpetrators of illegal acts on the socio educational and implications for their life projects. The issue was guided with a focus on social representations announced by adolescent who have committed illegal acts on the educational measures of boarding school and free range and implications for their life projects. The locus of the research was the Socio-Educational Center for Women - CESEF that belongs to the Foundation for Socio-Educational Services of the State of Pará. The study objectives were: a) identify the profile of adolescents in custody CESEF, in the age group from 13 to 18 in under, who complay the detention socio educational and semi liberty b) to characterize the images and meanings they attach to the educational measures that meet c) highlight the objectivities and the anchors that organize the social representation that adolescents have on the measures that meet d) understand the design life of adolescents; e)correlating the social representations of adolescents on measures with its projects life. The methodology followed a qualitative approach, and the theoretical framework focused on the Theory of Representations of Moscovici (1978) and Jodelet (2001). The theoretical contributions of Birth 2002, 2006 and 2011, and Melucci, 1996, helped us in raids on the joints and adolescence. The benchmarks Volpi, 2001; Blon 1998; Saffioti, 1987; Assisi and Constantine, 20011, Zaluar, 1994, Voegeli, 2003, in the the understand of gender and women involvement in criminal practices. Piloti and Rizzini, 2001; Marcilio, 1996, 2002, Oliveira and Assis, 1999, on the political history of service to the teenage who practice an infraction in Brazil and in Pará. The study subjects were six teenagers Center Socio Male, who fulfilled the educational measures inmate and semi liberty. The survey consisted of: a semi-structured interviews, observation and field diary. The tools for data analysis used content analysis according to the approach proposed by Franco (2003). The result shows that representations of adolescent offenders, on the socio education and implications for their life projects constitute about a disciplinary measure. That in turn was consolidated during the historical process of social and educational measures. The meaning that adolescents have on these measures is in doubt as to its efficiency. The image that produce consensus about their lives after the fulfillment of these measures indicate that there can be return the institution for violating the law. So, these representations jeopardize the life projects of adolescent perpetrators of illegal acts.
Acesso aberto (Open Access)
Sinais de escolarização e as repercussões nos projetos de vida: representações sociais de universitários surdos
(Universidade Federal do Pará, 2016-08-11) GONÇALVES, Arlete Marinho; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis aimed to analyze the Constitution of social representations of Deaf college students about the processes of education and the impact on their life projects. The study has as theoretical methodology of social representations theory of procedural approach (MOSCOVICI, 2002 and JODELET, 2001) of type substantially and Deaf Studies (LANE, 1992; Wrigley, 1996; STROBEL, 2008; 2009 and PERLIN, 2003). The adopted methodology is descriptive and analytical nature. The approach is quantitative and qualitativo.do multiméthod type. The locus was the Federal University of Pará and Federal University of the West of Pará. The subjects were college students deaf five 19 to 29 years old, Brazilian Sign Language users enrolled in undergraduate courses. The techniques used were the semi-open questionnaire, the interview and the technique of free association of Words. We used two types of analysis: the mind map and thematic content. The results indicate that most of the subjects is option to use sign language as a means of communication. Learned to Pounds in contact with deaf friends, interpreters and bilingual teachers. Most of them realize very low wages and limited professions. Women received values below minimum wage and men up to the value of 1000 real. The elements that constituted the education of the deaf students were anchored in denunciations, clashes, overruns, affective strategies, academic achievement, future expectations for the school and other projects. Before those results supported the thesis that social representations of Deaf college students about their schooling processes were anchored in exclusion, emotional and Signs of hope. The objectifications, or images of these representations, were gathered around the elements of the trajectory. These elements have caused effects or repercussions in future projections of Deaf College, anchored in Professional objective Signs for choices in the field of teaching (professor or instructor of the deaf) and continuing education (academic). These representations were revealed of subjective needs of Deaf guys fighting for one more school access, permanence and accessibility assurance, either at the University or in regular education or school room/specific class for the deaf, where he can be offered bilingual education as a matter of fact and law to this community. This causes the Deaf guy a new way of thinking the education of the deaf and, consequently, the resistance of their linguistic culture-the Pounds in educational spaces in the near future, where he can feel part of this change of the interior of the school institutions.