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Abstract(s)
A atribuição de casas em bairros de habitação social tende a priorizar apenas o
alojamento, menosprezando a integração do indivíduo e a sua satisfação com o local, que
podem ser determinadas por diversos fatores. Assim, identificando-se estes locais como
tendencialmente estigmatizados e socialmente excluídos, é importante conhecer a perspetiva
dos seus habitantes relativamente ao seu quotidiano no bairro e às relações interpessoais que
estabelecem dentro e fora deste contexto.
Deste modo, através do desenvolvimento de um estudo qualitativo, de tipo exploratório, foram
aplicadas quinze entrevistas semiestruturadas na cidade de Bragança, cinco no Bairro Social da
Previdência, cinco no Bairro Social da Coxa e cinco no Bairro Social da Mãe d´Água, tendo os
participantes sido selecionados de forma aleatória, com o objetivo de dar resposta à questão
problema estabelecida: “De que forma habitar num bairro social influência as vivências
relacionais e comunitárias dos seus moradores?”.
A análise de conteúdo das entrevistas permitiu constatar que, apesar da maioria
verbalizar satisfação em residir no bairro, identificam como problemas emergentes a
necessidade de reabilitação por parte da Câmara Municipal e a ligação superficial entre
vizinhos, sendo a interação limitada a conversas. Pese embora existirem conflitos entre
moradores, estes não são valorizados. Contrariamente ao comum identificado pela literatura,
apenas foram relatados comportamentos criminais pelos moradores no Bairro Social da Mãe
d´Água. De forma a lidar com estes problemas, os participantes descrevem algumas estratégias
de coping, especificamente, estratégias de evitamento, reconstituição das diferenças e derivação
do descrédito. Não obstante estas problemáticas negativas, os moradores mantêm uma ligação
positiva com pessoas exteriores ao bairro e com outras entidades e instituições, não
percecionando a estigmatização e a exclusão social.
Perante os resultados encontrados, refletiu-se a intervenção do Educador Social no
contexto do bairro de habitação social à luz das suas competências e funções, tendo sido
identificadas como técnicas a dinâmica de grupos, ações de sensibilização, role playing,
mediação socioeducativa e treino de competências sociais.
The allocation of homes in social housing neighbourhoods tends to prioritise accommodation alone, neglecting the individual's integration and satisfaction with the place, which can be determined by various factors. Therefore, as these places tend to be stigmatised and socially excluded, it is important to know their inhabitants' perspective on their daily lives in the neighbourhood and the interpersonal relationships they establish inside and outside this context. Therefore, through the development of a qualitative, exploratory study, fifteen semistructured interviews were carried out in the city of Bragança, five in the Social Neighbourhood of Previdência, five in the Social Neighbourhood of Coxa and five in the Social Neighbourhood of Mãe d'Água. The participants were selected at random, with the objective of answering the established problem question: "How does living in a social neighbourhood influence the relational and community experiences of its residents?". The content analysis of the interviews showed that, although the majority expressed satisfaction at living in the neighbourhood, they identified the need for rehabilitation by the City Council and the superficial bond between neighbours, with interaction limited to conversations, as emerging problems. Although there are conflicts between residents, these are not valued. In contrast to what is commonly identified in the literature, only criminal behaviour was reported by residents in the Mãe d'Água Social Neighbourhood, although the consumption of psychoactive substances occurs in all three neighbourhoods. In order to deal with these problems, the participants described some coping strategies, specifically avoidance strategies, reconstitution of differences and the derivation of discredit. Despite these negative problems, residents maintain a positive connection with people outside the neighbourhood as well as with other entities and institutions, and do not perceive stigmatisation and social exclusion. These results led us to reflect on the intervention of the Social Educator in the context of the social housing neighbourhood in the light of their competences and functions, and identified group dynamics, awareness-raising actions, role playing, socio-educational mediation and social skills training as techniques.
The allocation of homes in social housing neighbourhoods tends to prioritise accommodation alone, neglecting the individual's integration and satisfaction with the place, which can be determined by various factors. Therefore, as these places tend to be stigmatised and socially excluded, it is important to know their inhabitants' perspective on their daily lives in the neighbourhood and the interpersonal relationships they establish inside and outside this context. Therefore, through the development of a qualitative, exploratory study, fifteen semistructured interviews were carried out in the city of Bragança, five in the Social Neighbourhood of Previdência, five in the Social Neighbourhood of Coxa and five in the Social Neighbourhood of Mãe d'Água. The participants were selected at random, with the objective of answering the established problem question: "How does living in a social neighbourhood influence the relational and community experiences of its residents?". The content analysis of the interviews showed that, although the majority expressed satisfaction at living in the neighbourhood, they identified the need for rehabilitation by the City Council and the superficial bond between neighbours, with interaction limited to conversations, as emerging problems. Although there are conflicts between residents, these are not valued. In contrast to what is commonly identified in the literature, only criminal behaviour was reported by residents in the Mãe d'Água Social Neighbourhood, although the consumption of psychoactive substances occurs in all three neighbourhoods. In order to deal with these problems, the participants described some coping strategies, specifically avoidance strategies, reconstitution of differences and the derivation of discredit. Despite these negative problems, residents maintain a positive connection with people outside the neighbourhood as well as with other entities and institutions, and do not perceive stigmatisation and social exclusion. These results led us to reflect on the intervention of the Social Educator in the context of the social housing neighbourhood in the light of their competences and functions, and identified group dynamics, awareness-raising actions, role playing, socio-educational mediation and social skills training as techniques.
Description
Keywords
Bairros sociais Relações interpessoais Educador social