Linguagem oral e escrita em adolescentes infratores institucionalizados Oral and written language in institutionalized juvenile offenders
Bibliographic record
Abstract
OBJETIVO: mapear e caracterizar a ocorrência de distúrbios de comunicação oral e/ou escrita em um grupo de jovens infratores institucionalizados, verificando possíveis impactos das dificuldades de linguagem e comunicação na vida social desses sujeitos. MÉTODO: estudo exploratório e descritivo, com 40 internos da Fundação Casa, entre 15 e 18 anos, da unidade UI 25 - Rio Negro, do complexo da cidade de Franco da Rocha - SP. Para a coleta de dados, foram aplicados o Teste do Mini-Exame do estado mental, com o objetivo de detectar eventuais alterações cognitivas; o Teste Montreal, que analisou habilidades simples de linguagem oral e escrita; e uma entrevista semi-estruturada, cujo roteiro versou sobre Saúde Geral, Trajetória Escolar, Trajetória Profissional e percepções sobre o comportamento infracional. RESULTADOS: verificou-se que a maior parte da população era alfabetizada e que não houve ocorrência de déficits cognitivos. Houve índice alto de abandono escolar, oriundo de dificuldades em acompanhar conteúdos escolares e se adaptar às regras e dinâmica escolar, o que indica impactos das dificuldades de linguagem, especialmente da linguagem escrita, em condição que, associadas a outros fatores, favoreceram os comportamentos infracionais. CONCLUSÃO: os jovens infratores apresentaram problemas para se desenvolver e se engajar a valores e normas sócio-culturais, como também escolares, o que impõe limites ao acesso e circulação discursiva desses sujeitos, restringindo os usos da linguagem, na condição de prática social ao desenvolvimento pessoal e da cidadania. Tais achados dão indícios, entre outros fatores, do impacto social que a precária escolarização e socialização dos jovens pode ajudar a acarretar. O estudo demonstra que a linguagem deve ser concebida como prática social, sobretudo, nas formas de expressão e de comunicação desses sujeitos. PURPOSE: to map and characterize the occurrence of oral and / or written language disturbances in a group of institutionalized juvenile offenders, checking how possible language and communication difficulties impact on these subjects' social life. METHOD: exploratory and descriptive study, with 40 interns of Fundação Casa / IU 25 unit - Rio Negro/ Franco da Rocha city complex - SP, between 15 and 18 year old. For collecting the data we applied the Mini-Mental State Examination - MMSE test, to detect individuals who may have cognitive impairment; the Montreal test, to examine simple oral and written language abilities and a semi-structured an interview, whose script was related to General Health, School Path, Vocational Path and perceptions of criminal behavior. RESULTS: the results showed that the majority of the population was literate and there was no occurrence of cognitive impairment. There was a high rate of school dropouts due from difficulties in following school curriculum and adapting to school rules and dynamics, indicating the impacts referring to language difficulties, especially written language, on condition that, in combination with other factors favored the conduct infractions. CONCLUSION: the young offenders had problems to develop and to engage in socio-cultural patterns and values, including school rules, which impose limits on their discursive access and movement, by restricting the uses of language, as a path to the development of personal social practice and citizenship. The findings provide evidence, among other factors, on the social impact that poor schooling and socialization of young people may come to cause. The study demonstrates that language should be designed as a social practice, mostly in the expression and communication forms of these subjects.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".