Psicologia Institucional

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17537
Programa de Pós-Graduação em Psicologia Institucional

Centro: CCHN
Telefone: (27) 3357-9500
URL do programa: http://www.psicologiainstitucional.ufes.br/pt-br/pos-graduacao/PPGPSI

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Navegando Psicologia Institucional por Assunto "Adolescência"

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    Silêncios em liberdade assistida : entre governamentalidades e estratégias de vida
    (Universidade Federal do Espírito Santo, 2014-04-11) Caser, Livia Pignaton; Louzada, Ana Paula Figueiredo; Heckert, Ana Lucia Coelho; Scheinvar, Estela
    This research aimed to trace and question the crossings perceived during meetings with Creas’ (Social Assistance Specialized Reference Center) and with probation. Through dialogues, interviews and group talking, the intention was to locate, intensify crossings, lines on this field’s different facets and moments. The challenge was to “trace maps” with the intention of condense resonances with different times and territories. With some authors help, as Foucault and Costa, was founded the presence of a tangle of questions that interweaves with many other areas and spheres of activity that involves professionals, programs and State’s services purposes. On technician’s lines about daily actions, about encounters with families and adolescents in probation, on which crystalized points of view’s displacements were possible, in order to question practices and discourses, building a critical sight over this field. In addition, a brief historical study about how some concepts as family and “delinquency” population governmental intervention strategies. In addition, all of this enabled realize other ways of living probation, under practices and discourses of vigilance.
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    Tecituras da rede de atenção à infância e à adolescência no Município de Vitória (ES) : uma análise das linhas que compõem o Programa de Educação em Tempo Integral
    (Universidade Federal do Espírito Santo, 2011-04-15) Guidoni, João Paulo; Tavares, Gilead Marchezi; Scheinvar, Estela; Heckert, Ana Lucia Coelho
    This thesis proposes to study the practices engendered in the Full-time Educational Program (PETI), established in the elementary schools in the city of Vitoria (ES), for children and adolescents at social and personal risk situation. The program involves government policies on education, social welfare and urban safety and aims to provide extracurricular activities to students in public schools, making them fill their idle time with activities that will contribute to their educational development. This study primarily uses the concept of risk and the ideas of Michel Foucault to investigate the effects of PETI, highlighting the political functions operated by the present practices in it, and that go through our lives everyday. Analysis were based on institutional experiences of the researcher in the program for a period of aproximately three years, during which all practices, impressions, speeches, spontaneous testimonies, events, etc were recorded in a field report. The concept of the analysis of implication was an important tool for the thesis, which allowed us to analyze the effects that our common attitudes exercise in quotidian, instead of individualizing or accusing a specific person or program for a particular practice. As a result of the analysis, the idea of social risk is presented as a condition of poor families and as a criterion for identification of undisciplined and misconducted children. Our analysis points out the fact that the delimitation of a specific body of clients, from a selection based on independent factors, has worked as a trigger of practices of surveillance and control that ultimately produce the risk as the identitiy of children and families attended. Thus, we consider that PETI works updating practices entangled in the hierarchization of people, in control and surveillance, operating to prevent and protect children and adolescents of their own virtualities, understanding them as a risk to society.