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A literatura infantojuvenil como recurso psicopedagógico na intervenção com jovens em risco
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| 14.86 MB | Adobe PDF |
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Abstract(s)
A realidade contemporânea sublinha o direito das crianças/jovens a uma qualidade de vida potenciadora do seu adequado desenvolvimento físico, cognitivo, afetivo e social. Contudo, nem todos os jovens podem usufruir dessas condições propícias ao seu crescimento, uma vez expostos a fatores de risco individuais, familiares e/ ou socioculturais. Para reduzir ou eliminar estes fatores, revela-se primordial a implementação de medidas de promoção e proteção, bem como de intervenções interdisciplinares, com destaque para a Psicologia.
De reconhecida aplicabilidade terapêutica, a Literatura Infantojuvenil quando aliada à Psicologia assume-se como um importante instrumento de intervenção, pelo que o Projeto de Intervenção colocado em prática visou compreender como a Literatura Infantojuvenil se pode constituir enquanto recurso psicopedagógico na intervenção com jovens em risco, dos 10 aos 12 anos, institucionalizados num Centro de Acolhimento Temporário.
Especificando, procurou-se compreender o contributo da Literatura Infantojuvenil no seu desenvolvimento socioemocional, na sua inclusão social, no comportamento e na aceitação das “diferenças”, mediante sessões grupais, com abordagem de diversas obras literárias e dinâmicas de grupo. Metodologicamente utilizaram-se entrevistas semiestruturadas, observação direta e um questionário de comportamentos.
Os resultados obtidos demonstram as potencialidades da Literatura Infantojuvenil na intervenção com jovens em risco, favorecendo o seu desenvolvimento socioemocional, os comportamentos positivos e melhor aceitação das “diferenças”.
Contemporary reality reinforces children/young people’s right to a quality of life that potentiates their adequate physical, cognitive, affective and social development. However, not all young people have the means to experience conditions that improve their development, being exposed to individual, familiar and/or sociocultural risk factors. In order to reduce or eliminate those factors, implementing promotion and protection measures is essential, as well as multidisciplinary interventions, being Psychology a relevant area. With recognized therapeutical applicability, Literature for Children and Young People, when allied with Psychology, is an important means of intervention. This intervention project aimed at understanding how this particular kind of Literature can be a psycopedagogical resource in the intervention process with young people at risk, 10 to 12 years old, institutionalized in a Temporary Foster Centre. Specifically, the aim was to understand how Literature for Children and Young People contributed to their socioemotional development, their social inclusion, their behaviour and the acceptance of differences, through group sessions in which several books and group dynamics were explored. Semi structured interviews, direct observation and a behaviour questionnaire were used as methodology. The results showed the potential of Literature for Children and Young People in the intervention with young people at risk, promoting their socioemotional development, positive behaviours and a better acceptance of differences.
Contemporary reality reinforces children/young people’s right to a quality of life that potentiates their adequate physical, cognitive, affective and social development. However, not all young people have the means to experience conditions that improve their development, being exposed to individual, familiar and/or sociocultural risk factors. In order to reduce or eliminate those factors, implementing promotion and protection measures is essential, as well as multidisciplinary interventions, being Psychology a relevant area. With recognized therapeutical applicability, Literature for Children and Young People, when allied with Psychology, is an important means of intervention. This intervention project aimed at understanding how this particular kind of Literature can be a psycopedagogical resource in the intervention process with young people at risk, 10 to 12 years old, institutionalized in a Temporary Foster Centre. Specifically, the aim was to understand how Literature for Children and Young People contributed to their socioemotional development, their social inclusion, their behaviour and the acceptance of differences, through group sessions in which several books and group dynamics were explored. Semi structured interviews, direct observation and a behaviour questionnaire were used as methodology. The results showed the potential of Literature for Children and Young People in the intervention with young people at risk, promoting their socioemotional development, positive behaviours and a better acceptance of differences.
Description
Keywords
Jovens em risco Intervenção Literatura infantojuvenil Recurso psicopedagógico Desenvolvimento socioemocional Young people at risk Intervention Literature for children and young people Psycopedagogical resource Socioemotional development