As pedagogias de acolhimento das crianças e adolescentes institucionalizados e adotados

Abstract

This research presents a study on the pedagogies of reception and teaching of institutionalized and adopted children and adolescents. It is linked to the Educational Processes, Language, Technology and Inclusion Research Line - Master's in Education, at the University of Caxias do Sul. A bibliographic 'review was carried out based on the theorists Paulo Freire, Carlos Skliar, Bell Hooks, Luis Antonio Batista and Humberto Maturana. Within a qualitative research, with a Case Study based on Yin, a semi-structured interview with a teacher, a pedagogical coordinator and a principal who work at the school participating in the research was carried out, as well as semi-structured interviews with four families that adopted babies, children and teenagers and, in addition, an integration workshop was carried out with 22 third-year elementary school students from the participating school, two of whom were adopted. Three categories were raised from the analysis of the collected data, which are: Category 1: Foster Care Pedagogies with two subcategories, Subcategory 1: Relational Context, Subcategory 2: Child and adolescent in foster care and adopted; Category 2: Pedagogical Strategy Planning, Subcategory 1: Family union, school and support network, Subcategory 2: Learning gaps; Category 3: The impact of institutional care, Subcategory 1: Multiple languages in inclusive education for the child/adolescent in care. To analyze the collected data, the content analysis technique was used through the construction of these aforementioned analysis categories, with Bardin (1994) being the reference that supports the category of analysis conducted. The results indicate that the investigated school realized that it is building 'unofficial' welcoming pedagogies for children in foster care or adopted, during the participation and reflections carried out for this research. As needs arise at the school and demand actions from everyone involved in the teaching and learning processes, the school acts using pedagogies of reception. Professionals develop measures with the aim of adopted children and adolescents can be successful in learning. It was understood that these pedagogies of reception that are being used as needs arise allow an inclusive look at any child in need. It was noticed that information about the student's history in institutional care or adoption is only shared between school and family, whenever there is an event in which the parents are called at school. Children who are adopted late have more difficulties in learning, due to previous situations that happened in their lives and the psychological blocks arising from this previous experience. Therefore, professionals at the participating school in the research realize that they are now more prepared to use pedagogies of reception when new situations occur involving any children and adolescents who need an inclusive perspective. As a result of this research, it became essential to highlight that there are impactful differences to be considered in Foster Care Pedagogies for children in foster care and adopted ones. [resumo fornecido pelo autor]