Título:	Vivências de Infâncias : crianças de ontem e de hoje em situação de acolhimento institucional (in) visibilizadas no contexto de educação escolar
Autor(es):	Martins, Maria Aparecida Camarano
Orientador(es):	Pederiva, Patrícia Lima Martins
Assunto:	Criança - acolhimento institucional Vivência escolar Situação social - desenvolvimento Vigotsky, L. S., (Lev Semenovich), 1896-1934
Data de publicação:	2-Jul-2020
Data de defesa:	28-Fev-2020
Referência:	MARTINS, Maria Aparecida Camarano. Vivências de Infâncias: crianças de ontem e de hoje em situação de acolhimento institucional (in) visibilizadas no contexto de educação escolar. 2020. 222 f., il. Tese (Doutorado em Educação)—Universidade de Brasília, Brasília, 2020.
Abstract:	This work studied the experiences of childhood from yesterday and today’s children in a situation of institutional reception, made (in)visible in the context of school education and sought, in the historical-cultural perspective of Vigotski, to understand the experiences of these children inserted in institutional reception services about their experiences in the context of School Education. This problem required a textual construction that undertook to present a brief historical approach about children at personal risk and social vulnerability, present in Brazilian literature; and then, in the scope of public policies, we talk about how this child has been recognized in educational contexts in the light of current educational legislation. The constitution of the research carried out in a host institution, had the collaboration of two groups: children from yesterday and from today. The first, already adults, reported their childhood experiences while they were children in institutional care; on the other hand, the second group are children who are still institutionalized due to their distance from family life. The meetings were held in moments of conversation circles, whose methodological paths were based on the theoretical-methodological bases of Vigotski's historicalcultural psychology, using the method of decomposition into units that corresponds to the study of the child's development in its entirety, demonstrating that the human being is biologically structured and developed in culture based on the person-environment relationship and constituted in social development situations. The reports were grouped into five narratives that found that the experiences of yesterday’s children are close to the experiences of today’s children, advocating that education is not fulfilling its role in the face of human development, whose processes of exclusion and labeling produce social and human consequences, harmful to human practices that compromise social development situations in the formative path of school education. In these terms, the thesis confirms that the child in a situation of personal risk and social vulnerability who is in foster care institutions and in the context of school education becomes invisible, as a social being of rights, possibilities and power, and becomes visible by prejudices and stereotypes like a being at fault, incapable and needy.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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