Name: GISELLE CRISTINA DE SOUZA DUTRA
Publication date: 22/09/2021
Advisor:
Name |
Role |
|---|---|
| VITOR GOMES | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ANGELA MARIA CAULYT SANTOS DA SILVA | External Examiner * |
| DEBORA CRISTINA DE ARAUJO | Internal Examiner * |
| VITOR GOMES | Advisor * |
Summary: This study aims to unveil the story of three children, belatedly adopted, in their first contacts with school, from their narratives, their families and through the speech of their mothers and teachers, who accompanied them in the post-adoption period. It presents historical aspects of institutionalization and adoption in Brazil, mainly the legal changes that generated new attitudes and understandings about childhood during the 20th century, and it discusses historically constituted myths, originated in common sense, which unfold into cultural practices. The concept of adoption is discussed from the perspective of Schettini Filho (1999), Vargas (1998) and Weber (2011) and in recent research, in the field of Psychology. In methodological terms, the phenomenological research method is used, whose theoretical foundation is based on Merleau-Ponty (2011), Holanda (2009), Forghieri (2017), Amatuzzi (2003), Gomes (2004). We start from the understanding of phenomenology, defined as the science of essences and/or the study of phenomena. It is about eidetic phenomenology, whose objective is to present the experience, which outlines the phenomenon of tardy adoption, between seven and thirteen years of age, from the perspective of the post- adoption school context, presenting the specificities of this child or adolescent, overlapping with school. It uses the field diary as research instrument, the interview with flexible script and the Versions of Sense. The descriptions/perceptions captured through the research instrument are dealt from the movement between Existential Involvement and Reflective Distancing. The results and discussions highlighted several psychological and sociological issues that need to be considered in these encounters of life stories taking place inside the school. It presents arguments regarding the need for a contextualized and multifaceted analysis when it comes to adoption, expanding the look beyond generalist and deterministic conceptions. We seek to understand these issues through the analysis of the following elements: the ideological place of the adopted child, being a teacher of adopted and non-adopted people, and welcoming and inclusive pedagogical practices. Thus, the research reveals, in addition to the urgency of discussing adoption as it really is, the need for the school to work with differences and distinct family configurations. Based on phenomenology, it states that the observation- recording- reflection movement can significantly contribute to an intentional and committed pedagogical action. It is understood that the school needs to be a space for reflection, for building identity, for respecting differences and for guaranteeing the rights of all, adopted and non-adopted people. It also presents an educational product, in the format of three video classes, which addresses the concepts and modalities of adoption and the possibilities of approaching this theme in educational practice.
