Abrigar...desabrigar: conhecendo o papel das famílias no processo de institucionalização / desinstitucionalização de abrigados

Abstract

This study aims to know the process of institutionalization and disinstitutionalization of the child or adolescent through the parent and adolescent s perspectives. It points out the factors that contributed to the internment, the changes in the family structure during internment, what contributed to the adolescent reintegration in the biological family and the families situation after disinstitutionalization. This research encompasses five families chosen through preestablished criteria. Semistructured interviews with parent(s), adolescents and shelter director were carried out along with the analysis of socioeconomical identification records, entities register books, adolescents information files and field logs. The interviews and identification files were used to analyse the follwing aspects:the institutionalization process, internment period, time of detachment, entity role and current family situation. The data examined through the other tools helped to corroborate and analyse the aspects metioned. The results showed multifactor causes of institutionalization associated with poorness, low sociopsychological support, parent absence or abandonment and family disruption.The internment period was painful to both parents and children although beneficial to the later The instituions role, the wish and parents financial restructure helped the disinstitutionalization process despite the difficulties related to the school and family situation during detachment, suggesting a demand for professional support. The intervention should be grounded on public policies and observe the material and psychological impairment of the families through the comprehension of the internment causes as well as the knowledge of the parents internal and external resources. Despite its ideosyncrasies the entity supports both parents and adolescents, however, it has to define itself through the child and adolescent development, the work with staff and family and the reasoning on the paradigm established for its padagogical proposal.