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Joana Carvalho.Pdf INSTITUTO SUPERIOR DE CIÊNCIAS EDUCATIVAS DEPARTAMENTO SOCIAL E CULTURAL NA DESCOBERTA DO QUE SOU CAPAZ JOANA CARVALHO Relatório Final para obtenção do grau de Mestre em Educação Social: Intervenção com Crianças e Jovens em Risco Orientador: Mestre Ana Paula Leitão, ISCE Odivelas Outubro, 2014 INSTITUTO SUPERIOR DE CIÊNCIAS EDUCATIVAS DEPARTAMENTO SOCIAL E CULTURAL NA DESCOBERTA DO QUE SOU CAPAZ JOANA CARVALHO Relatório Final para obtenção do grau de Mestre em Educação Social: Intervenção com Crianças e Jovens em Risco Orientador: Mestre Ana Paula Leitão, ISCE Odivelas Outubro, 2014 ii Na descoberta do que sou capaz “Todas as crianças têm o direito a viver felizes e a ter paz nos seus pensamentos e sentimentos.” (Strecht, 2002, p.32). Desenho realizado pelo Jorge, 11 anos (criança/jovem da Residência de Acolhimento Clemente José dos Santos). iii Na descoberta do que sou capaz Agradecimentos Gostaria de começar por agradecer à minha orientadora Mestre Ana Paula Leitão pelo apoio, disponibilidade, compreensão e orientações académicas e científicas. À Dra. Isabel Morais pela sua competência, recetividade e conselhos motivadores. Aos elementos da equipa técnica da Residência de Acolhimento Clemente José dos Santos. À minha família e amigos pela força e incentivo, em particular à minha mãe. Um agradecimento especial a todas as crianças e jovens pela "Descoberta do que Somos Capazes". iv Na descoberta do que sou capaz Resumo A literatura mostra que o desenvolvimento das competências pessoais e sociais permitem o crescimento e bem-estar das crianças/jovens, estimulando-os a adotarem uma postura ativa ao longo da vida e preparando-os para o futuro. Quanto mais cedo esta intervenção for realizada, mais facilmente o indivíduo identifica as suas emoções e as dos outros, de forma a respeitá-los e a ter capacidade de resolver problemas de forma correta. Neste âmbito, através de um estágio realizado no Centro de Educação e Desenvolvimento (CED) de Santa Catarina, estrutura orgânica da Casa Pia de Lisboa, I.P., mais especificamente na residência de acolhimento José Clemente dos Santos, onde se encontravam 14 rapazes, criou-se um projeto de intervenção que teve como principal objetivo o desenvolvimento das competências pessoais e sociais das crianças/ jovens, de forma a criarem relações grupais e intergrupais positivas. Isto porque, na fase de diagnóstico, foi possível aferir que existia um défice destas competências na população-alvo, como a falta de cooperação, respeito e interajuda. “Na descoberta do que sou capaz”, implementado através da metodologia de investigação-ação, permitiu o desenvolvimento de atividades que colocaram em prática o direito da participação infantil, onde as crianças/jovens puderam ter liberdade de expressão e opinião. A análise dos dados recolhidos durante a fase da avaliação mostrou uma evolução das competências pessoais e sociais das crianças/jovens, manifestadas através da cooperação e respeito mútuo. Palavras-chave: Institucionalização; Crianças e Jovens em Risco; Competências Pessoais e Sociais; Participação Infantil; Projeto de Intervenção. v Na descoberta do que sou capaz Abstract The literature shows that the development of personal and social skills enable the growth and well-being of children/youngsters, encouraging them to adopt an active attitude throughout life and preparing them for the future. The earlier this intervention is performed, the easier the person identifies their emotions and of the others, in order to respect them and to have the ability to solve problems properly. In this context, through a research at the Center for Education and Development (CED) of Santa Catarina, organic structure of the Casa Pia de Lisboa, I.P., specifically in residence host José Clemente dos Santos, where there were 14 boys, it was created an intervention project that had as its main objective the development of personal and social children/young people skills in order to create positive group and intergroup relations. This was done because, in the diagnostic phase, it was possible to determine that there was a shortage of these skills in the target population, such as lack of cooperation, respect and mutual help. "Na descoberta do que sou capaz", implemented through the methodology of action- research allowed the development of activities that put into practice children’s right to participation where children/youngsters could have freedom of expression and opinion. The analysis of data collected during the assessment phase showed an evolution of personal and social skills of children/youngsters, expressed through cooperation and mutual respect. Keywords: Institutionalization; Children and Youngsters at Risk; Personal and Social Skills; Child Participation; Intervention Project. vi Na descoberta do que sou capaz Siglas CED: Centro de Educação e Desenvolvimento CPCJ: Comissão de Proteção a Crianças e Jovens CPL: Casa Pia de Lisboa LIJ: Lar de Infância e Juventude LPCJP: Lei de Proteção a Crianças e Jovens RA: Residência de Acolhimento vii Na descoberta do que sou capaz Índice Índice de Gráficos......................................................................................................................x Índice de Tabelas.......................................................................................................................x Índice de Figuras .......................................................................................................................x 1. INTRODUÇÃO.................................................................................................................... 1 2. ENQUADRAMENTO TEÓRICO ............................................................................................. 5 2.1. Proteção jurídica e direitos das crianças...................................................................... 5 2.2. Adolescência ............................................................................................................. 8 2.2.1. Tipologias de maus-tratos ................................................................................. 10 2.2.2. Grau de severidade de maus-tratos ................................................................... 13 2.2.3. Sinais de alerta ................................................................................................. 14 2.3. Fatores de risco e fatores de proteção ...................................................................... 14 2.3.1. Fatores de risco ................................................................................................ 15 2.3.2. Grupos vulneráveis ao risco .............................................................................. 17 2.3.3. Perigo .............................................................................................................. 18 2.3.4. Fatores de proteção ......................................................................................... 19 2.3.5. Fatores de agravamento/crise........................................................................... 19 2.4. Lar de Infância e Juventude ...................................................................................... 20 2.5. Acolhimento terapêutico como forma de recuperação .............................................. 21 2.5.1. Meio social terapêutico .................................................................................... 24 2.5.2. Cultura terapêutica .......................................................................................... 24 2.5.3. Rotinas ............................................................................................................ 25 2.5.4. Modelo terapêutico - Mulberry Bush School ...................................................... 26 2.5.4.1. Contextualização....................................................................................... 26 2.5.4.2. Intervenção da escola................................................................................ 27 2.5.4.3. Como atuam ............................................................................................. 28 2.5.4.4. Como avaliam os resultados ...................................................................... 29 2.6. Competências pessoais e sociais ............................................................................... 29 2.7. Participação Infantil ................................................................................................. 31 2.8. Educação social ....................................................................................................... 34 2.8.1. Pedagogia social e educação não formal ............................................................ 35 3. CARATERIZAÇÃO DO CONTEXTO INSTITUCIONAL .............................................................. 37 3.1. Casa Pia de Lisboa (CPL, I.P.)..................................................................................... 37 3.2. Centro de Educação e Desenvolvimento de Santa Catarina ........................................ 37 viii Na descoberta do que sou capaz 3.2.1. História ............................................................................................................ 37 3.2.2. Princípios Gerais de Intervenção ....................................................................... 39 3.2.3. Residência de Acolhimento/Lar de Infância e Juventude ..................................... 42 3.3. Residência de Acolhimento Clemente José dos Santos ............................................... 44 3.3.1. Enquadramento da Equipa Técnica...................................................................
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