O objetivo deste artigo é analisar as relações entre os capitais econômico, cultural e social de concluintes de uma escola pública e periférica de município do interior do Estado de São Paulo e suas expectativas de estudo e trabalho. Os procedimentos de pesquisa utilizados foram questionários e entrevistas semiestruturadas. Os resultados foram analisados com base nos conceitos de Bourdieu de habitus, capital econômico, cultural e social. Verificou-se que o capital cultural foi o que mais influenciou as expectativas. Muitos dos estudantes e familiares ingressaram no trabalho em olarias ainda crianças, com percalços na escolarização. Na prática social, há a formação de um habitus especialmente voltado ao trabalho. Embora existam discursos favoráveis aos estudos, sua concretização e/ ou continuidade lhes parece custosa e improvável, em função do conjunto dos capitais e de suas disposições interiorizadas.

O presente artigo objetiva investigar os principais princípios responsáveis por regular as medidas de proteção aplicadas quando houver ameaça ou violação dos direitos das crianças e adolescentes.

The present study aim was to predict the relation between students writing performance and child perception in familiar, scholastic and personal environment. Regarding the familiar environment variables, child perception about beliefs and parental practices and about family support was studied. With regard to the school context, student perception of teacher expectations about himself was investigated and, with regard to personal aspects, the children self-concept and scholastic motivation were investigated. The study involved 413 students from the second to the fifth year of Elementary School from two state public schools in a city in the interior of the state of São Paulo. The participants answered to a writing text (TAE) and to five scales: Scale of Evaluation of Beliefs and Attitudes of Parents (EACAPchild version); Child Perception Scale of Familiar Environment Support (EPISAF); Scale of Perception of Teacher's Expectation; Scale to Evaluate Child and Youth Motivation (EAME-IJ) and Scale of Child and Youth Selfconcept (EAC-IJ). This study is of a quantitative nature and its data analysis was performed by multiple linear regression method. The analysis results pointed that such variables as school motivation, self-concept and familiar support were the only ones that emerged as predictive from the writing performance of the students here examined. While the intrinsic motivation variable positively predicted the performance of the third and fifth school year, the extrinsic motivation was negatively associated with the performance of the fourth and fifth years. The self-concept variable, in turn, also emerged predicting a positive performance for second year students and, regarding the familiar support variable, the analyzes indicated that it was negatively associated to the performance of the participants of the second and fifth year.

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