Navegando por CNPq "CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO DESENVOLVIMENTO HUMANO"

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Acesso aberto (Open Access)
Análise dos comportamentos de aproximação e retraimento de pré-termos de risco evidenciados em uma unidade de terapia intensiva neonatal
(Universidade Federal do Pará, 2006-02-17) FARIAS, Gabriela Ribeiro Barros de; AGUIAR, Maria Socorro dos Santos; http://lattes.cnpq.br/6149887780782216
Care taking in neonatology has been increased in the last years concerning the conditions of prematurity and low weight at birth, specially related to health, growth and development of children who are under such a condition of risk. One of the most relevant points of neonatology researches is about the behavioral observation of signs emitted by the premature organism work, which possibly reveal the level of organization or disorganization of the organism as a whole, making it possible to predict future harms. Since 1978, an American researcher , Heidelise Als, with a group of collaborators, has started several researches about the behavior and assistance to low weight premature babies which do emphasize a differential care practice to their development using as a base the Syncronic Active Theory of Development (SATD), which has enabled the registration and elaboration of individualized care in order to promote the development of premature babies, reflecting gains for an effective development of the different functions of the organism, mainly in the motor cognitive and behavioral areas. Hence, this paper has the aim to quantify those behaviors which are more evident in the context of a Neonatology Intensive Care Unit (NICU), and what the environmental mechanisms which favor their manifestations are, in order to track down the cares to development according to the reality present in the NICU. The research has been planned through a pre-project which has enabled the registration in 19 samples of children to 30 sections of observation, being developed in the period of April to June, 2005. Data collection has been performed in premature babies with low weight at birth and with fetus age between 26 to 37 weeks. Such collection has used a standard etogram based on behavioral observation of H.Als, marking the environmental events that had promoted some behaviors. The observation was performed in a period of 15 minutes per individual of such sample. The tabulated data resulted in general data through maternal and babies variables and through specific data of behaviors and environmental interferences. The general data have kept a similarity with other researches, pointing out unfavorable social conditions and maternal predisposition to infections as possible predisposition factors to a premature delivery as well as the prematurity situation as a worsening event of the babys health and welfare. Among the specific data, it was possible to register a prevalence of restraint behaviors which do reveal the babys disorganization facing the excess of environmental interferences, such as noises, manipulation and luminosity, much common in NICUs. Eventually, through such facts, we suggest into this research possible solutions to ease the excess of disorganizing behavioral manifestations, trying to make a priority to the cares of the development through practices already used by H.Als and her team.
Acesso aberto (Open Access)
Avaliação comportamental de crianças com Síndrome do Respirador Bucal
(Universidade Federal do Pará, 2012-05-03) CASTELO BRANCO, Marília Fontes de; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
The Mouth Breathing Syndrome (MBS) causes physical and behavioral characteristics that interfere on the child’s quality of life. The Attention Deficit Hyperactivity Disorder (ADHD) may be related to mouth breathing in the individual, as well as to the presence of Sleep Disordered Breathing (SDB). Moreover, studies indicate that adenotonsillectomy reduces the occurrence of behavior indicative of ADHD in patients with MBS, and produces significant improvement in SDB. Objectives: (a) characterize the sociodemographic condition and risk indicators of children diagnosed with MBS; (b) analyze behavioral patterns associated with ADHD and sleep habits of children diagnosed with MBS, observed before and after adenoidectomy, tonsillectomy or adenotonsillectomy. The participants were 44 children, of both genders, between two and 12 years of age, seen in the Otorhinolaryngology Department of a university hospital. The sample was also composed by these children’s caregivers and teachers. Data collection was accomplished through: (1) Application of the Child and Family Information Form and the Developmental and Medical History Form with caregivers, followed by the Child Behavior Checklist - Caregiver Version (CBCL) and the criteria for ADHD diagnosis from DSM-IV; (2) Application of the Teacher’s Report Form (TRF); (3) Application of the Sleep Habits Inventory for Preschool Children and Sleep Behavior Questionnaire, for schoolchildren; (4) Post-surgery Behavioral Evaluation, using the CBCL and the sleep inventories, two months after surgery; and (5) Follow-up interview. Mostly, the mouth breathers: a) were school children; b) were 7-9 years old; c) were female; d) their primary caregiver had completed High School; e) his/her family income was around one and two minimum wages; f) had an original family constitution; g) were at a moderate psychosocial risk. It was observed that most participants in this study went through a normal pregnancy, with no events that could cause harm, and their delivery was also performed appropriately, however, part of the mouth breathers in this sample was cyanotic during or immediately after delivery and presented respiratory problems during the first months. Regarding the baby's temper in the first year of life, most of them were hyperactive and had difficulty falling asleep and being kept busy. The majority of the mouth breathers’ developmental milestones in this study happened in a period within the typical patterns of child development. The most frequent health problems were: appetite problems; and sleep problems. A decrease in frequency of ADHD-related behaviors was observed after surgery in both preschoolers and school children, according to data from CBCL (p = 0.723). And most items in the Sleep Habits Inventory for Preschool Children had a reduction in the frequency of inappropriate habits and an increase in the frequency of appropriate behaviors. In the Sleep Behavior Questionnaire, applied to school children, it was seen that few had sleep problems in the post-surgery evaluation and most sleep problems were reduced in frequency. The greatest reductions occurred in moves a lot while sleeping and snores in his/her sleep (p = 1.000). The preventive multidisciplinary assessment of mouth breathing is suggested as well as the incorporation of a control group, composed by nasal breathers, in future studies.
Acesso aberto (Open Access)
Avaliação do desenvolvimento de crianças em acolhimento institucional
(Universidade Federal do Pará, 2012-10-10) DIAS, Greicyani Brarymi; PEDROSO, Janari da Silva; http://lattes.cnpq.br/4096274367867186
This study discusses the development of children in child care institution (shelter) through the use of evaluative scales. It is noteworthy to understand the child development, with a focus on aspects related to communication, fine and gross motor skills, problem solving and personalsocial behavior. The participants of the study were six children aged in the ranges of 4, 6, 7,8 and 9 months. For this, we used data collected from the assessment of children from two different scales: Ages and Stages Questionnaires third edition (ASQ-3) and Bayley Scales of Infant Development second edition. The children selected for the study were also observed through a Systematic Observation Guide, previously inspired structured into three scales of development for children aged 1 to 12 months. Data relating to the history of all the children involved in the study were also considered and obtained through informal reports of staff of the host institution and through documents (records) along the way. The evaluation showed that five of the six children assessed by the ASQ-3, their results were ratified by the Bayley II scale and of these, four are at risk for development and would require further evaluation, particularly in the areas of motor coordination and resolution of broad problem. The results of this study and contribute to understanding the development of children in these institutions, mainly in order to prevent damage from the lack of early attention, demonstrate further that the educators present at these sites may be able to predict changes in course of development of the children under their responsibility. Finally, it is proposed that future studies can recognize the importance of educators in this process.
Acesso aberto (Open Access)
Avaliação e intervenção de bebês em instituição de acolhimento infantil
(Universidade Federal do Pará, 2013-01-18) LOPES, Andreza Mourão; PEDROSO, Janari da Silva; http://lattes.cnpq.br/4096274367867186
This study addresses the assessment and intervention with infants in a child care institution in the city of Bethlehem Pa, through the application of Scale Development Child Behavior - EDCC and a program of activities prepared by the researcher for the early stimulation / essential motor skills, cognitive, and affective language. Data relating to the history of all the children involved in the study were also considered and obtained through informal reports of staff of the host institution and through documents (records) along the way. The study included four babies aged six to eleven months, who had no neurological dysfunction and the increased length of stay in the institution. The methodological approach was qualitative, with characteristic descriptive and interventional research. The evaluation with the use of CBDS in the pre-intervention showed that all babies survey participants had to score "4" for the rating "good" range, and initially had difficulties in performing behaviors that involve language and interaction social. At reassessment, most babies participants kept score "4" with only one progressing to "5" (excellent), as had significant improvement in behaviors that required interaction with another person. Just as through stimulation program, children have evolved in the acquisition of motor skills and social-emotional. The babies began to demonstrate behaviors such as eye contact, smiles, face recognition of adult vocalizations, among others. This showed that the host environment can be a protective factor for children who find themselves in vulnerable situations. Finally, it is proposed that future studies can recognize the importance of assessing child development in institutional contexts and proposals of stimulation that can be incorporated into the daily lives of these environments.
Acesso aberto (Open Access)
Circulação de crianças: o olhar do cuidador sobre o desenvolvimento emocional
(Universidade Federal do Pará, 2012-12-07) OLIVEIRA, Lesly Guimarães Vicenzi de; PEDROSO, Janari da Silva; http://lattes.cnpq.br/4096274367867186
The present study aimed to understand how caregivers, parents and/or guardians, understand emotional development in the context of movement of children. Therefore, the research resorted to psychodynamic theory about emotional development, caregiver (s) and movement of children. We used the qualitative method in order to capture data and information about the studied phenomenon in its uniqueness (MINAYO, 2010). The interdisciplinary dimension of this study, based on the union of anthropological and psychological concepts, raised the need to use more of a methodology to answer the research problem and achieve your goal. Thus, it was used for data collection to semistructured interview with a couple of parents and/or guardians of five children regularly enrolled in the first year of elementary school, and the teacher responsible for that class. There was a focus group with parents and/or guardians, and the observation of a day for each child. Content analysis was used to evaluate qualitatively the responses of the interviews, and analyze the verbal material (FRANCO, 2007). It was used also ecomap and a bias perspective proposed by Mauss (2001), which helped the mounting social network (BOTT, 1976) and participant observation with journaling field and subsequent analysis, to help identify and interpret the phenomena under study. We conclude that emotional development is anchored today in a movement of children watched with close-knit networks with few relationships possible without the assignment of responsibilities. Being in care then feel suffocated therefore caregivers start to demand extra care of themselves that make them poor and needy listening because the ban generates fear and anguish, anxiety and aggressiveness future. Thus, one must expand and invest in research which seize the movement of children as a way to investigate how it is developing emotionally today to reduce future psychiatric disorders and assist caregivers of children.
Acesso aberto (Open Access)
Com a palavra os pais: uma análise sobre o encaminhamento psicológico do filho
(Universidade Federal do Pará, 2009-04-30) NOAL, Letícia; PEDROSO, Janari da Silva; http://lattes.cnpq.br/4096274367867186
This work is a qualitative research that analyzed the implications on parents when their child is routed to psychological assistance. The study was conducted at the Center for Psychosocial Care for Children's Health in the city of Macapá / AP, it was used a psychoanalytic understanding and was made from six semi-structured interviews with couples who had their children referred by others (school, doctors, nutritionists and others)for psychological monitoring. The interviews were subsequently transcribed verbatim and subjected to content analysis according to Bardin (1977).The criterion for participation in the research was that parents had children aged 6 to 11 years of age and that the couples had stable relationship. It was found that the couples used comparisons of children with the development of other children to better deal with the possibility of lack of mental health of the child triggered by his/her psychological referral. Moreover, they showed ambivalent feelings in relation to the psychological referral as feelings of joy and shock, and reports of estrangement and emptying about the understanding of the motivations that led to the formalization of routing. Although the parents had identified a need for professional help earlier, none of the respondents sought the service voluntarily, even after routing the discourse on normality in the child remained as a way to get a confirmation of health or disease. It was found that all the couples made use of ways of facing the feeling of unease caused by the psychological referral of the child, especially for bearing the latent content that became closer from the routing. Among the ways of facing, it was highlighted the request for help, this occurred for all couples that sometimes, during the interviews, behaved themselves as rivals in the request for assistance, expressed feelings of overload due to their child care, especially the internal aspects (mental), and blame for the current situation of the child, professional and emotional helplessness, as well as an attempt of denial and standardization of the aspects of the development of the child. It was visible the disorganized and inaccurate way in which the discourses were presented, especially regarding the appointment of the symptoms of the children and for their feelings in relation to the complaint represented by psychological referral. The psychological referral, despite the ambivalent feelings aroused, was essential for the parents have sought professional help and certainly, led the couples to a broader understanding of health and mental development of children and of themselves, a necessary recognition that indicates its importance in health, especially in mental health, in regard to prevention and psychological treatment.
Acesso aberto (Open Access)
Concepções de desenvolvimento e práticas de cuidado à criança em ambiente de abrigo na perspectiva do Nicho Desenvolvimental
(Universidade Federal do Pará, 2011-04-28) CORRÊA, Laiane da Silva; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Psychology has engaged in researches with target in institutional care. This interest makes growing in the scientific field necessity of studies to take care about collective environments whereas Developmental of Niche, where the social and physical environment, care practices that are often used in daily routines, besides who use psychology for taking care should be understood from integrated and close way. This study has for the purpose of investigating social and physical environment aspects, knowledge and concepts about infant development, routines and care practices present among educators in institution for children. This study is compound for 100 educators (95% of the population) who are responsible for children daily care of the children referred to a child care space.The educators answered through an individual interview based and structured in Knowledge of Infant Development Inventory (KIDI), instrument consists of 75 questions, divided into four categories: care practices, health and safety, rules and acquisitions, and principles of development. In this sample, 10 educators were selected and they compound the observation sessions, having importance for care routines at institution, and main criterion about this choice was a selection based in the performance obtained by KIDI. Of all observational sessions were selected moments that each educator got involved in situations like baths, food, sleep and plays. Those situations were extracted episodes that show care practices and routine activities. The results showed the most of professionals are women (99%), more than 35 years old, and they have kids and high school finished, and also more than 24 months of experience like educator. The results of instrument application showed 66% of educators got about 66 questions right. Thus, outperformed the 50% of performance at all categories analyzed by instrument, however the best results were extracted in statements related to care practices (80%) and principles of development (68%). The scholar level has not showed like an important variable. In institutional routine was checked the institucional care counts on rules collection that are followed by educators and children, with schedules and determinate places. It was noticed that knowledge about infant development is a relevant variable for quality of interactions and cares offered to child. Could be identified educators change routine, change the social and physical environment and adapt their practices following the demand and structure of situation, looking for to promote their well-being, and especially children well-being, give them possibilities to chance their environment and make individual choices in agreement with their own necessities. Besides is offered to institucional care children many experiences can rescue children to their cultural community, especially in situations of play and sleep. The results found in this study show how are important knowing about institucional care like spaces as a Development of Niche. It keeps a mutual relation with environment, practices and psychology of educators. This way it can be put in debate the importance to understand about institutional care in many points of view, and therefore must be understood in its various dimensions.
Acesso aberto (Open Access)
A construção de significados nas brincadeiras de faz-de-conta por crianças de uma turma de educação infantil ribeirinha da Amazônia
(Universidade Federal do Pará, 2009-03-03) TEIXEIRA, Sônia Regina dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
The present study focuses the process of construction of meanings in the make-believe play for children of a riverine class in Amazon, from the formularizations of the historical and cultural psychology. In this theoretical methodological perspective, the human being constitutes itself while subject intermediated by the internalization/externalization of the meanings of its cultural group, that are constructed during the dialogical interactions. The main activity by which the preschool child affects this process is the make-believe play, for give the child opportunity to operate directly with the meanings shared in the cultural context where she lives is. In this manner, the objective of this research was to examine the dialogical interactions that happen during the make-believe play of children of a classroom of a riverine class of the Amazon to identify the meanings constructed in the interactions and to verify how, through them, the children co-construct themselves while citizens and participants of the culture. For this, I made a field-work in the classes of kindergarten of a pedagogical unit, located in the Island of the Combu, in the city of Belém of Pará, throughout the years of 2003 and 2006, that was divided in two distinct stages. At the first moment of the research, I effected the characterization of the cultural context of life of the children who frequented the classes of kindergarten. The participants of this stage were thirteen children who had frequented the classroom of kindergarten in the year of 2003, with eleven boys and two girls, between four and five years old, the teacher of the kindergarten class and the responsible ones for the children. The children and its familiar ones had been interviewed. The children had been observed playing in its houses. I analyzed the subjects, the partners, the places, objects and the meanings constructed in the kids play. At the second moment, I made the microgenetic analysis of the dialogical interactions that had occurred in the make-believe play. The participants had been sixteen children who had frequented the classroom of kindergarten in the year of 2005 and the teacher. The analyzed data showed: 1) The ways of construction of the meanings for the children and between them and the teacher; 2) The types of constructed meanings: about the world, about themselves and the others, and about the relation of themselves with the others; 3) The origin of the constructed meanings; 4) The relation culture-subjectivity. The characterization of the cultural context revealed that although they were in contact with the urban context, the children had revealed linked, mainly, to the riverine context. The microgenetic analysis of the dialogical interactions during the tricks showed that the meanings about the world, about themselves and the others, and the relation of themselves with the others, shared in the cultural context of the Island of the Combu, had been internalized, starting to constitute the subjectivities of the investigated children. It indicated in despite of make-believe play, by itself, independent of the participation of other children and the adult, contributes for the process of cultural constitution of the child, but it can be enriched with the participation of other children and the teacher, that respects the initiative, the culture, the level of development of the child and has clarity of its paper to plan and to lead the pedagogical act in one determined direction. Other children contribute increasing the motivation for the trick, including new elements of their cultural universe, renewing the subjects, offering models to be represented and creating complementation opportunities that imply in challenges to be adjusted during the interactions to the levels of developments of the partners. The teacher contributes planning interactive environment - child - child and child-teacher, respecting the activity and the level of development of the children, detaching the constructed meanings in the active and interactive way and, in some cases redirecting the play, with the purpose of the constitution of a determined type of subjectivity and not of a different one. In short, the study reveals how by means of the meanings constructed in the dialogical interactions, the children participate of their collective culture and constitute themselves as riverine people of Amazon.
Desconhecido
Convergências e/ou divergências no sistema de crenças e práticas parentais: comparação entre duas amostras amazônicas
(Universidade Federal do Pará, 2010-12-11) BELTRÃO, Manuela Cavaleiro de Macêdo; BRITO, Regina Célia Souza; http://lattes.cnpq.br/5576436464955236
The purpose of this research was to identify convergecies and divergencies in ethnotheories, socialization goals and parenting practices in two Amazonian ecological contexts, trying to analyze the relationship between biological and ecoculturals factors. Ninety nine mothers participated of the research: Fifty from Belém ( CEU – Urban context) and forty nine from Santa Barbara ( CENU – non urban context) . The mothers aged over 18 years with at least one child aged between 0 and 6 years. Data were collected through interviews and questionnaires were applied for the data analysis were applied statistical criteria and theoretical support of Evolutionary Psychology. The data indicated that the communities studied in relation to sociodemographic data differ systematically from one another, depending on the levels of technological development and organizations of social context. The social world of children from CEU and CENU represent developmental contexts that offer different opportunities. The literature indicates that the established social exchanges between children and caregivers can reflect on the child's development in relation to the cognitive, emotional and social. The results indicate that mothers of CEU despite being more autonomous than those of CENU were relational too, showing that perhaps the changes that affect the context, occurring faster in urbanized environments. Moreover, the data seem to indicate that the contexts are transition from the interdependent model to an autonomousrelational model. However, it is noted that the ideas that mothers have about the importance of certain actions do not always reflect their practices. In relation to primary care mothers seem to appreciate and perform equally. Mothers of CENU value more than mothers of CEU the body contact. The results directed to body stimulation were very interesting, because the items that were more important and charged by CEU mothers were the same that were less important and charged by CENU mothers. With respect to object stimulation CEU mothers give more importance to the practices than carrying out the practices and vice versa happens in CENU. The mothers of CEU attributed greater importance to face face system. Our data suggest that mothers of both contexts are using distal and proximal parenting strategies at the same time, or want their children to become self-sufficient, but also want them to be respectful and obedient. Moreover, our findings confirm that four systems describe the interactional experiences of children and express the cultural emphasis of particular styles and combinations. There were no significant differences in beliefs and practices between CEU and CENU mothers, which led us to consider that parental beliefs, therefore adapt to context, varied less conspicuously in the selected cities than in other cities examined in other studies. Another issue found that was very interesting was about the CEU mothers’ educational level and the valorization of relational goals, because according literature, the educational level of mothers becomes an important variable in relation to socialization goals. CENU has shown a tendency to relational practices and relational goals. This context provides a way of life closer to the interdependence model, in which mothers tend to value the norms and rules determined by the family or group to which they belong. The hypothesis that practices and goals of CEU would be more independent could not be confirmed, so we realized that this context features both independent and interdependent models. It was assumed that CENU and CEU contexts are undergoing changes, since mothers may believe one thing and actually doing otherwise.
Desconhecido
Crenças parentais quanto à mesada
(Universidade Federal do Pará, 2007-05) LELLIS, Irani Lauer; MAGALHÃES, Celina Maria Colino de; http://lattes.cnpq.br/1695449937472051
The preoccupation related to children´s economic socialization and the possible influence of the parental practices in this process have been fomenting researches that contribute for the understanding of cultural and social contexts, enlarging the comprehension capacity of the parental behaviors and children development. According to literature, parents are the socialization main agents for children's economic literacy. By means of the practice of giving allowance children’s economic comprehension increase and by means of rewards and sanctions, parents install their own beliefs of economy in their children. Though this theme is already vastly studied in other countries, in Brazil the researches are scarce and embrace only the average class, disregarding the great participation of the low class in the economy and in the formation of futures consumers. This study had as objective investigate the beliefs and parents' practices on the allowance. parents of low and average income, with sons between 6 and 16 years old took part on this research. Focal group technique was used, in which four groups participated. The discussions was orientated by a themes guide constituted by relevant literature subjects like the concept and purpose of the allowance. The discussions were recorded, transcribed and submitted to data analysis in an analysis computer program of textual data, Alceste, version 4.5, created by Marx Reinert. The results pointed 5 classes that were organized in three thematic axises. In the classes associated with the allowance utilization process, parents’ seeking to justify the allowance use as educational strategy, sometimes serving as reward instrument, sometimes as instrument of creating bad habits. It was identified that besides the educational function the allowance has a socialization function, for integration and social status. The contents of the theme “family history concerning the budget” showed parents' very distinct reports, in which sometimes they remit to a family history, mostly to one of their parents, sometimes talking about the negotiation process, in the conjugal relation, of the budget and of the expenses. The parents argued subjects related to who should control the house finance (man or woman) and also if children needed to know how the family budget is like. In the third axis the existence of some factors related for Allowance definition components, like frequency and regularity, value and need to children was verified. The answers also involved the amount of money that should be given to the children and the reason for parents to stop giving allowance to their children.
Desconhecido
Descrição e avaliação das brinquedotecas hospitalares em Belém
(Universidade Federal do Pará, 2011-03-18) LIMA, Mayara Barbosa Sindeaux; MAGALHÃES, Celina Maria Colino de; http://lattes.cnpq.br/1695449937472051
The toy library is a legal right guaranteed to children through Law 11.104/05, though not yet fully implemented in the country. This study aimed to describe and analyze the conditions of services and facilities made available by toy library in Belém, Pará. Four hospitals with this service participated in the research. The research involved 10 technicians and 39 children and their caretakers. For the technicians, an interview script was used – the Escala Autoavaliativa de Índices de Qualidade (EAIQ), of the Likert type, composed of 27 closed items and three open ones. For the children and their caretakers, interview scripts were used. Observations were carried out and a photographical record was made. Data collection was initiated after signing the Term of Consent – the interviews and EAIQ were done individually. The data from the interviews were grouped into categories from the topics in the scripts and the topics in the scale according to the literature, both qualitatively analyzed. Among the main results are: a- All hospitals in the study were public ones; b- Regarding the conceptualization of the space, the response from technicians and caretakers was in accordance with the literature and law; c- There are few records regarding the deployment and operation of the spaces; d- The teams differed in terms of both number of members and qualification, and in half of them there is a lack of a systematic routine of meetings, yet they were positively evaluated by clients, e- It was found that three of them operated at least five days a week and that all of them offer free, targeted activities, f- In relation to the collection of toys, it differed in quantity, but the institutions had make-believe toys, building blocks and board games; g- It was found that the children showed little restriction to the games they would like to play in the hospital and they reported that the preferred place within this context is the one in which they can play. The study allowed us to sketch a profile of these toy libraries, verify aspects that favor the aims of these spaces and reflect on possible improvements.
Desconhecido
Educação inclusiva no Brasil: revisão sistemática e análise bioecológica
(Universidade Federal do Pará, 2011-10-27) OLIVEIRA, Claudia dos Santos; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678
This work focuses on the problem of inclusive education, investigating the inclusion of students with learning disabilities in the regular educational system of Brazil. Departing from the systematic revision of publications about the theme it was possible to present two studies. The first has a descriptive nature, revising the articles about inclusion to form a overview about it. The tool for this task was the virtual library of SciELO, in which 138 articles were selected. The results of this first study appointed that the researches about the theme advanced from 2005 on, mainly in the South-west and South regions of Brazil, with prevalence of empiric researches in various fields, especially in education. The second study analyzed scientific articles that deal with the inclusion of students with learning disabilities, according to the Bio-ecological Theory of Human Development. Using a systematic literature revision in addition to the use of the instrument CASP, 16 articles were selected to be analyzed withe bio-ecological. This investigation found that the studies or emphasized the influence of biological aspects , or on the other side, social, cultural and political context of the students, without making the necessary connection for the understanding multi-dimensional form of inclusive education.
Desconhecido
Entre o lar e a creche: observação de um bebê através do método Bick
(Universidade Federal do Pará, 2011-12-02) SOUZA, Eliana de Jesus da Costa de; PEDROSO, Janari da Silva; http://lattes.cnpq.br/4096274367867186
The purpose of this research was to investigate from a case study with Bick observation method the relationship between a baby and her caregivers at home and at care day center over a period of four months. The theoretical used was psychoanalysis specifically based on researchers‟ proposals of human development such as Leibovic, Stern, Spitz, Winnicott and Mahler, who are in agreement that the link between a mother and her child is essential to the baby‟s psychic development. This work used qualitative method through a case study conducted and analyzed by the baby observation method Bick in the familiar environment, as well as adapted in an institutional location: the care day center. In this version of the method, the postpartum period was not observed because the baby started to be observed at the care day center when he was seven months. Speaking of observation time, the original method indicates the duration of two years, but in this work this period was reduced to four months. Such adjustment was necessary since the research is linked to Programa de Pós-Graduação em Psicologia at Universidade Federal do Pará therefore period and conclusion of activities were pre-established and not compatible with Bick‟s proposal. The collected data was analyzed in the following categories: Clarice and her emotional development, The care of Clarice: The home and day care and clarified Clarice. Also, the observer‟s feelings were analyzed during the observation. The care day center performed a caution context which supplemented the one offered by the baby‟s family, filling some gaps even with the presence of work routine. In familiar context, the mother was able to take care of her child, offering her an affective environment despite all the difficulty of her life. During the observations, the baby developed healthily enhanced by the complexity of its relationships.
Desconhecido
A escola enquanto contexto de desenvolvimento: um estudo ecológico em uma comunidade ribeirinha na Ilha do Marajó
(Universidade Federal do Pará, 2008) MENDES, Leila Said Assef; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678
The present research has as focus of analysis the school of a riverine community, and aims to analyze it while context of development of children and youth who live there, in order to understand how the characteristics of this context make possible and/or impose limits to the development of the students attended by the school. Comprising a theoretical-methodological tuned with principles of the ecological approach, this research uses the methodology of the ecological insertion. In this direction, it was evidenced the contexts that could limit or propitiate the development of the children who frequent the school. As result was synthetically pointed out, the fact that the links of the systemic net that connect the microsystem school to the mesosystem and exosystem do not have resistance enough to guarantee the development in the minimum satisfactory levels when compared with other schools in the urban centre, therefore the conditioning weight from different natures - historical, geographic, politics, legal, social, cultural, the one that the children are displayed, in this web of relationships, distant, excessively, from the standards found - without great effort, in the urban center, supposedly developed. That is, the precarious school attendance, materialized in the learning of the reading, writing and accomplishment of the basic mathematical operations as well as the descontextualized teaching of the local reality contributes for the maintenance of the way of life of that riverine community.
Acesso aberto (Open Access)
Estilos parentais em famílias de crianças abrigadas
(Universidade Federal do Pará, 2011-04-26) BARBALHO, Tássia Jares Pereira; MAGALHÃES, Celina Maria Colino de; http://lattes.cnpq.br/1695449937472051
Acesso aberto (Open Access)
Estresse parental de cuidadores de crianças com paralisia cerebral no estado do Pará
(Universidade Federal do Pará, 2016-12-01) LIMA, Mayara Barbosa Sindeaux; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
Children with Cerebral Palsy (CP) require care that can be lifelong and, for this reason, it is of scientific and social interest to investigate aspects related to their primary caregivers. Thus the aim of this doctoral thesis has been to investigate indicators of parental stress among caregivers of children with CP living in urban centres of the meso-Regions of the State of Pará, and to verify if these are associated with caregivers’ sociodemographic profile and their perceptions of social support. The study covered a total of 132 caregivers of children aged one to 12 years old, who used free philanthropic facilities in the cities of Belém, Castanhal, Marabá and Santarém. Caregivers were interviewed individually and responded to the following four data-collection instruments: the Sociodemographic Inventory, the Medical Outcomes Study Social Support Survey (MOS-SSS), the Gross Motor Function Classification System (GMFCS) and the Parental Stress Index (PSI/SF). The data were analysed using descriptive statistics with particular emphasis being given to central tendency measures, and the Correspondence Analysis technique was also employed. The results showed that in all cities most caregivers were mothers living in a stable union, with low family income and little schooling. In addition, the data suggested that there existed physical barriers in the built environment in proximity to the caregivers’ homes. The mean values of the MOS-SSS score ranged from 72 and 79.3, indicating that the sample’s caregivers had a high level of perception of regarding the extent of social support. However, a significant proportion of caregivers (30%) said that they rarely or never benefited from the presence of someone able to help them relax. Regarding parental stress, almost half (46%) of the sample experienced high levels. The results of the correspondence analysis showed that caregiver profiles varied according to their levels of stress and the classification of the city in which they resided. Among the variables that were shown to be associated with parental stress in at least three different cities are: schooling, age and the income of the caregiver’s family, as well as the extent of material and emotional support. The knowledge acquired by the research reported on in this thesis concerning the interrelationships between parental stress, caregivers’ perception of social support, and the sociodemographic characteristics of the caregivers of children with CP in the State of Pará, contributes to a better understanding of the impacts of this clinical condition on caregivers who live in these specific urban context.
Acesso aberto (Open Access)
A identificação na filiação por adoção: um estudo na clínica psicanalítica
(Universidade Federal do Pará, 2009) XERFAN, Cláudia Cruz; SOUZA, Maurício Rodrigues de; http://lattes.cnpq.br/4730551301673902
This paper was born from the concerns due to hearings in psychoanalytic clinics and consists on a study about the child’s identification with their parents in adoption affiliation. Aiming to understand it, a theoretical performance was set in place to investigate the identification and affiliation at Freudian work. Thus, it has reached Narcisus and Oedipus as important myths taken by Freudian psychoanalysis as establishers of “I”. They have revealed that the ego is constructed through the initial affection bind between the children and their parents, also reaching the relationships between alterity, culture and identification. The analysis of these relationships has led to the determination that culture castrates and imposes limitations to compulsion. Thus, that the human, just like Freud has presented us, is condemned to carry on by himself the anguish of self incompleteness and unknown. Hence, this dissertation has come to the psychoanalytical clinics directly from transference as its crucial aspect taking as a leading guide the concept of identification. Then, it was presented these very clinics as for analysis of children in a general standard and the children in line for adoption more specifically, using as a research method the study of clinical cases. In order to analyze the matter of identification in the construction of “I” of the child in the affiliation through adoption, it has been exposed fragments of the clinical service of a child in line to a couple who has not biologically generated it. These fragments were interpreted under the light of the theoretical assumptions described here. The final considerations of such a case study have indicated that if the identification by which the ego is constructed is absolutely singular by one hand, by the other there are peculiar aspects concerning the identification through adoption. Particularly the ones that refer to the genetics inheritance and the existence of other parents with which the child also identifies and needs to elaborate its affiliation.
Acesso aberto (Open Access)
Interações criança-criança no pátio da escola e no abrigo: o comportamento de cuidado entre pares
(Universidade Federal do Pará, 2011-08-29) COSTA, Débora Lisboa Corrêa; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Studies show that when children interact to each other they have the opportunity to develop their social skills. For example, the behavior of care stands out as different actions that resemble parental care, which aims to give physical or emotional support to others, considering attitudes such as helping, sharing and playing care. For children who are living and growing up in shelters, studies find that due to their specific condition of personal and social vulnerability, they can take advantages of this behavior in the interactions established at school, for example. This study aims to investigate the physical and social aspects of the environment that contribute to the manifestation of the behavior of care observed between pairs in the school playground and shelter. Besides that, to check and to analyze the social and physical characteristics of people who were part of the research that may also have influenced the manifestation of this kind of pro-social behavior. The study included five children, four to six year-old, who lived more than a year in the shelter and attend school regularly. For data collection, each target and their interactions with other children were recorded over ten observing sessions during fifty minutes, in both environments. In total, we had 500 minutes of observation. The results showed that all five participants expressed care behaviors in the study sites. In total, 43 behavioral events were recorded (26 at school and 17 in the shelter), organized around the following sub-categories: Establishing Affectionate Contact, Helping, Entertaining and Playing Care. Intragroup evaluation showed no statistical difference in the percentage difference in the behavior of care observed at school and in the shelter. When we analyze the performance of each category of care, it is clear that the behavior of help at school (n = 14, 53.8%) had higher frequencies than in the shelter (n = 7, 41.2 %). However, the binomial test indicates that this difference is not statistically significant (p> 0.05), i. e., percentages referring to the help actions are similar in both sites. The same happens to the behavior of Playing Care, which was higher in the shelter (n = 4, 23.5%) than at school (n = 2, 7.7%). However, statistical analysis showed that there were no statistical differences between sites. The description of the frequency of the behavior Establishing Affectionate Contact shows that there is a higher occurrence at school (n = 7, 26.9%) than in the shelter (n = 6, 35.3%), but the test shows there is no statistical difference between the averages sites are compared. And finally, it was found that the Entertaining behavior did not occur in the shelter, being observed only at school (n = 3, 11.5%), so it is not possible the application of the statistical test. The data showed that each site had a predominant type of care due to the physical and social characteristics of each institution, as well as participant characteristics (age and residence time of the targets) and recipients gender and the offered care.
Acesso aberto (Open Access)
Interações e relações de amizade: um estudo longitudinal no contexto de uma escola inclusiva
(Universidade Federal do Pará, 2012) CASADO, Carla de Cássia Carvalho; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678
The present study has proposal to investigate longitudinally the friendship of students considered included in a public school, identified by the Education office of the state as a reference in educational inclusion. The school was located on the metropolitan area of Belém, Pará and the study took place during the years 2007 to 2009. Given the complexity of the relations of friendship, it was opted for a multiple case study involving four focal partners and their friends, colleagues, teachers and technicians. The approach of collection and analysis of data were structured through multiple methodological strategies. The research occurred in two phases, the first called preliminaries, which involved a pilot research, ethical procedure, choice of school, classes and focal participants, and a case study, which included a sociometric interview, semi-structured interviews, structured situations and participatory observation. The elements capable of quantification obtained in the sociometric interview were placed in "Excel" spreadsheets program, categorized and handled according to their specifications. The data obtained in the field journal and in the interviews have been transcribed to text-editing program "Word" and later organized in terms of thematic dimensions and categories of analysis according to the model of Hinde: reciprocity and complementarity, strength and power, intimacy, interpersonal perception, commitment and satisfaction. The data obtained in the case study indicated that two of the focal partners, one with Cerebral Palsy and the other with ADHD, were socially rejected throughout the study and did not obtain reciprocal friends. The student with mental disability has obtained only a friend throughout the research and remained alone when this friend was not present. The focal participant with hearing impairment experienced the collective friendship with three students during most of the research. By interviews the reason of rejection and social preferences were related to aspects such as, physical appearance, prejudice, cognitive, physics and communication difficulties, sharing of objects and experiences, among others. As regards to the relations of friendship, it was realized that the perception of the people who make up the school context made it difficult, but hasn't stopped the focal partners build reciprocal friendships. In the relations existed a positive perception of friend and they showed support and satisfaction in the relationship, they did not recognize the existence of problems between them and usually agreed with each other. Friends showed affection publicly and shared among themselves confidences and thoughts, in addition to identifying their preferences. Friends cared to serve the needs of each other and there was interest in maintaining the relationship. Some friendships lasted the three years of research, other had its end in 2008 when friends were transferred from school or changed to another class. Finally, it was possible to identify the existence of friendships among students with and without disabilities, and that these relations are characterized as satisfactory, filled with demonstrations of respect and affection, which can lead us to the understanding that friendship is an element of protection against discrimination and the difficulties experienced day by day, and people should invest in creating strategies that can stimulate the construction and maintenance of these relationships.
Acesso aberto (Open Access)
O racismo na trajetória escolar e profissional de professoras universitárias
(Universidade Federal do Pará, 2006-04-24) CHAVES, Evenice Santos; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
This research utilized an interdisciplinary theoretical and methodological apparatus and focused on social and racial disparities along the academic and professional way of female professors. Brazilian literature examined in Psychology field does not offer examples of qualitative researches about social and racial disparities with an emphasis on black and white individuals. This way, and in this context, this study was included and intended to answer the following questions: 1) are there elements which indicate social disparities structurally produced that are related to the academic and professional trajectories of individuals socially entitled as black, mulatto and white? 2) Are there elements indicating racial disparities when comparing the life trajectories of those socially entitled as blacks and mulattos to those of the ones socially called whites? Three female professors participated in this research: one socially defined as white and two socially designated as blacks (a black-skinned and a mulatto). They concluded post graduation and work in different departments in a Brazilian public university. A social demographic questionnaire and a list for completing phrases were used as information was collected. The information gathered was converted into data. Data organization included a categorization process. The results showed that poverty, indicative of social disparities, was a reality for the participants during some periods of their existential trajectories, though, when considering skin color, it was verified the existence of a connection between the participants level of poverty and her skin color, and between the participants level of poverty and career choices. The results also showed that the schooling process became their path through their professional course in life and ascending social mobility; adversities that emerged along the white, the black-skinned and the mulatto womens life were overcome through support offered by relatives and friends and through the use of personal strategies; that despite the black-skinned professor finished her academic cycle, is a qualified professional who graduated in two different courses and has a post graduation degree, she is still a target for racism, displayed either explicitly, either in disguised ways; that racism toward black individuals, expressed directly or indirectly, was addressed both to the blackskinned and the mulatto women in different episodes of their lives, while the white woman was only an observer of racial social interactions in daily basis situations; that school and family are consolidated institutions that reproduce racism against blacks; that school presented itself as a contradictory social place since, although it pursues the development of citizens, it promoted social ostracism toward the participants when they were poor children attending elementary school, putting them aside during amusing activities, collaborating to the reproduction of social disparities. The results also showed a paradox, from one hand the school is an institution responsible for the upbringing of citizens, on the other hand, it presents itself as a place for the materialization of racism expressed in social interactions among classmates or between the teacher and the student, regardless the grade in which the student is; that racism against blacks is part of a subjectivity (re)construction process, though the meanings they attribute to this process differ according to their phenotypes and experiences in social relations involving a race issue; that the participants points of view toward racism and engagement in social movements against racial discrimination are related to the way racism affected their lives, as well as to the visibility of this phenomenon in the social world and/or in their personal experiences; that being a target for racism against blacks generates singularities responsible for the constitution of the individual herself and for the construction of an ethnic identity. The results of this study will help us in the understanding of racisms social and psychological aspects, in theoretical constructions about this issue, in identifying psychological and social mechanisms of social inclusion that exclude the black, in identifying ones psychological mechanisms when facing racism, in the elaboration of strategies for racism research, in providing subsidies to the creation and execution of programs that fight racism at school through curricular and extracurricular activities.