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This paper aimed to analyze, from the perspective of high school students considered undisciplined, the repercussions that the school structure and its organization has on their behavior within the school context. To this end, empirical research of an exploratory-descriptive nature was carried out, based on a qualitative [ABSTRACT FROM AUTHOR]

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The inclusion of people with disabilities in higher education was a historic achievement, and had repercussions on the political, social and psychological dimensions of this segment. This article aimed to verify how insertion in higher education helps promote resilience for graduate students with disabilities. The fieldwork took place at two universities (one public and one private) in a medium-sized city from São Paulo state, Brazil. After defining the inclusion criteria, seven participants were recruited, five with visual impairment and two with physical impairment. Semi-structured and reflexive interviews were conducted, and all the material was fully transcribed and subsequently submitted to content analysis. The results were systematized around five categories: a) identity affirmation and non-victimization; b) possibility of nurturing life projects; c) difference and reciprocity; d) experiences of altruism; e) social participation, critical sense and claiming rights. The research showed that access to the university had a positive impact on the participants' lives, encouraging them to maintain and / or build life projects, to promote well-being, and to discover new possibilities of existence, previously little experienced. [ABSTRACT FROM AUTHOR]

This article aimed to evaluate the risk factors present in the context of adolescents with the history of involvement in drug trafficking. The fieldwork was qualitative in nature, exploratory and cross-cut. Semi-structured interviews were conducted with 8 adolescents with an intense involvement in drug trafficking. Questions were based on different dimensions of adolescents' lives, including risk factors, as well as the trajectory of involvement in drug trafficking. Data suggest that risk factors in adolescents' lives have three dimensions: before, during, and after involvement in drug trafficking. Findings showed that the involvement drug trafficking consolidates a set of variables that represents damage to the psychosocial development of adolescents. In addition to the social repercussions discussed in this manuscript, illustrated by the stigma they receive, they depend financially (whether for leisure activities, consumption or family support) and psychologically (to maintain acquired social status and even consume psychoactive substances) drug trafficking. [ABSTRACT FROM AUTHOR]

This article consists as a theoretical essay on the thematic of curriculum and its unfolding in the reality of riverside schools. In the first instance, it aims to elucidate conceptual issues about curriculum and points out the mismatches between school contents that are defined arbitrarily and become decontextualized for the educational reality of the riverside schools. Then, some social aspects are brought in regarding the riverside schools, aiming to characterize this reality to the reader, as well as to present some of the social aspects that surround this context. It is argued that school curricula do not dialogue with the reality of the riverside communities, resulting in innocuous educational actions, devoid of meaning and distant of deep social transformations. [ABSTRACT FROM AUTHOR]

This paper analyses the concept of resilience associated to strategies adopted by adolescents who presents problems regarding indiscipline at school environment, relating their contexts to the dynamics of schooling system demarcated by precarious conditions. Thereby, the normative patterns of resilience are problematized, as well as the hegemonic points of view of this concept, which have been historically grounded in explicative models focused on the individual characteristics. It also presents a provocative approach regarding the social function of the school and the meanings that this institution may acquire in the adolescents' lives. It is argued that the education model offered to the students exposed to social exclusion can collaborate in the production of indiscipline in the schools. The lack of reciprocity between schools and the subjective interests of adolescents indicate the need to redirect the problem and the issues to be investigated. [ABSTRACT FROM AUTHOR]