A infância na percepção de crianças em acolhimento institucional no mu - nicípio de Santarém-Pará.

Abstract

Studies on the history of childhood and discussions on shelters and their implications for the physical, psychological and social development of the institutionalized child have been diffused for some time by theorists such as Bronfenbrenner (2011), Ariès (1978), Sarmento and Pinto (1997), Kramer (2002), Kuhlmann Júnior (2004), Lefèvre & Lefèvre (2005), Martins Filho and Barbosa (2010), Feitosa (2011) among others. In this sense, we sought to investigate the conceptions of children between five and twelve years of age who live in an institutional reception situation in the municipality of Santarém-Pará on what it is to be a child. Participants were 10 children living in a host institution, 4 girls and 6 boys. For the subjective reading of the children were used the instruments: focal group script, sociodemographic data sheet, guided tour and individual interviews. For the analysis of the data, the technique of the Discourse of the Collective Subject - DSC (LEFÈVRE; LEFÈVRE, 2012) and Narrative Analysis (HUBERMAN; MILES, 1991) was used. Regarding the results, two types of interrelated results are presented: 1) context data and 2) data of the central research object. Regarding the context data, it was observed that the children's routine and the activities they performed were determined by institutional rules and norms. As for the main object of the dissertation, about "being a child", two classes of results were formed: 1) what it is to be a child and 2) what a child likes. It was identified that several central ideas found in both classes were influenced by the context data, especially by recent situations, such as recent arrival at Shelter, not going to school, individual responsibilities experienced at the shelter, among others. Therefore, the mediation of the contextual aspects about the conception of being a child was observed, while more universal answers were found, found in previous studies as an example, studies on children living in other contexts. Therefore, this study in the theoretical aspect contributed to bring empirical results that added to the studies carried out in order to better understand the conceptions of being a child for children from different contexts, as well as the influence of these variables on the definition of the construct under study. In the developmental aspect, the research in question provided results that could be used as inputs to create environments better suited to full child development in institutional contexts.