Diálogo bioecológico sobre a relação indivíduo, família e escola : vivências, aproximações e distanciamentos no desenvolvimento adolescente

Abstract

The research described here was dedicated to investigating, in adolescent experiences, the role that the family and the school play in the constitution of senses and meanings, with emphasis on protective and vulnerabilizing aspects throughout adolescent development. This is a qualitative and descriptive research, having the Bioecological Model of Human Development (MBDH) as a theoretical and methodological basis, initiated by Urie Bronfenbrenner. The MBDH proposes a broad look at human development studies from four interrelated dimensions of analysis: the Process, the Person, the Context and Time (PPCT). When considering the amplitude of the phenomena studied, the collection of information was carried out with the participation of 5 adolescents regularly enrolled in a public educational institution - 4 female adolescents and 1 male - from their family (5 mothers) and the school (3 teachers), making up a group of 13 participants. The choice and construction of the instruments resulted in the organization and application of semi-structured interview scripts (there were 3 scripts, one for adolescents, one for caregivers/parents and one for teachers), two Games of Incomplete Sentences (for adolescents and another for teachers) and a Declarative Game (for teenagers), all with the possibility of application through Digital Information and Communication Technologies (DICT). Based on the information obtained, the discussion of aspects related to the dynamics of family-school, adolescent-family and schooladolescent relationships is considered, as well as the daily experiences of the participants - as a way to obtain a closer record of the contexts in which they are inserted - and their individual perception about the investigated themes. The results achieved point to a recognizable diversity of family structures, noting a prevalence of protective aspects among mothers and adolescents reached by the research. On the other hand, risk and vulnerability factors were more identified in the teachers' statements, which bring broader references to their experience with adolescents of different ages and origins.