Escola e o processo de socialização de crianças e adolescentes em situação de vulnerabilidade social residentes em casa de acolhimento no Cariri Paraibano.

Abstract

This study aims to analyze the socialization process within schools for children and adolescents residing in institutional care homes. In this context, the central research question is: how does the socialization process occur for children and adolescents in vulnerable situations within the school environment? The research was conducted in two institutions: a Care Home and a school, both located in the municipality of Monteiro-PB. The study follows a qualitative approach, with an exploratory and descriptive nature, seeking to understand the dynamics and social interactions of institutionalized children and adolescents within the school setting. A theoretical framework underpins the data analysis. Information was collected through interviews with the technical team and teachers, providing insight into their perceptions regarding children and adolescents in institutional care. For interview analysis, Laurence Bardin’s content analysis method was applied, a technique commonly used in qualitative research. During the analysis, variations were noted in the socialization issues observed by the Care Home's technical team and the teachers of institutionalized students. Additionally, the teachers' reports on the relationships between institutionalized children and their peers revealed that some did not perceive any difference in treatment, while only one teacher noted a lack of normalcy among peers, a point that coincided with the technical team's reports of bullying experienced by care home residents at school. It was possible to conclude, from both the technical team and the teachers, that there are no significant losses in the academic performance of the children in care. This highlights that the school monitoring facilitated by the technical staff of the Care Home, in collaboration with the children and adolescents, as well as the relationships these residents establish with teachers and classmates, significantly influences their academic performance and contributes to the development of friendly social relationships, despite occasional conflicts, between institutionalized and non-institutionalized children and adolescents.