Atestado de exclusão com firma reconhecida: o sofrimento do presidiário brasileiro

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Abstract

O presente trabalho trata a problemática da pena de prisão no Brasil partindo da discussão acerca do processo sociohistórico da exclusão social, e analisa o sofrimento que acomete os presidiários pela privação de poder de construção de novas perspectivas de vida. Revisando estudos sobre a produção da criminalidade na atualidade e sobre o sistema carcerário brasileiro, conclui-se que as prisões no Brasil operam como mecanismo de oficialização da exclusão que paira sobre as camadas populares.

Translated abstract

The present work deals with the problems involving the imprisonment sentence in Brazil stemming from the discussion about sociohistorical process of social exclusion, and analyzes the suffering which overtakes the inmates by the privation of the power of construction of new perspectives in life. Revising studies on the current production of criminality and on the Brazilian prison system, it was concluded that prisons in Brazil operate as a mechanism that makes official the exclusion that already occurs towards the lower income classes.

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Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children's early school adjustment?

Gary Ladd (1990)

The potential role that children's classroom peer relations play in their school adjustment was investigated during the first 2 months of kindergarten and the remainder of the school year. Measures of 125 children's classroom peer relationships were obtained on 3 occasions: at school entrance, after 2 months of school, and at the end of the school year. Measures of school adjustment, including children's school perceptions, anxiety, avoidance, and performance, were obtained during the second and third assessment occasions. After controlling mental age, sex, and preschool experience, measures of children's classroom peer relationships were used to forecast later school adjustment. Results indicated that children with a larger number of classroom friends during school entrance developed more favorable school perceptions by the second month, and those who maintained these relationships liked school better as the year progressed. Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.