Resiliência em Famílias de baixa renda: percepções de professores e familiares

Abstract

The purpose of this dissertation was to understand family resilience from two points of view. The first one regarding the perception of teachers about the possibilities of resilience in the their students in situations of social vulnerability and the second under the vision of a family member on the characteristics of resilience in their respective family groups. For this, two qualitative exploratory studies. Study I was conducted with the teachers and had the understanding teachers' perceptions of resilience in poor families. Participants in the study were eleven teachers from 1st to 5th grade who answered an interview semi-structured, whose script consisted of questions of characterization and others that allowed reveal the teachers' perceptions about the families of their students and a press conference that had as objective to obtain information about the professionals' perception about family resilience. Data were collected and categorized based on the literature on family resilience and content being implemented with the help of Nvivo version 10 software. teachers identified the elements of family resilience, however, perceived these aspects in the families of their students, therefore they tend to have a negative perception and pessimistic about the possibilities of success and resilience in these groups. In study II 16 mothers and / or guardians of children from 1st to 5th year of school who participated in answered a sociodemographic instrument, and participated in a press conference, with the objective of identifying how families react to situations of problem and with who can count. The data were collected and categorized based on the literature family resilience and content analysis and operationalized with software New version 10. The data showed that families are exposed to some situations threatening development. However, despite the risks associated with poverty, protective intrafamilial factors, which gave rise to development benefits of younger generations. These two studies are interconnected in their objectives and results since these two studies are complementary in their objectives and in the implications of results. Some aspects have drawn attention to and interrelated studies. O first is that parents and / or guardians identify as '' content '' professionals, that is, they see these teachers as only one source of doubts about their children's homework, this figure is related to the low school attendance. Another aspect that the present study brings is the negative view that the school has that families do not value education and study II points out that the 16 demonstrated that they value and believe that through education the future of their children will be better, however, although the participants demonstrate the positive value they give for education they do not believe in the possibility of their children becoming professionals, but are satisfied that they have an occupation and do not necessarily rise socially. Therefore, through these studies, it is possible to plan actions that establish bridges between these two microsystems, or communication channels between the family and the school so that teachers have access to the positive aspects of the functioning of the poor families they serve and, on their families to be able to identify teachers as important support network. It is suggested that other research on family resilience be carried out in order to know how the beliefs of professionals working with families influence their professional practices with these subjects and how families in situations of real adversity. In addition, future research may contribute to the study of family resilience by identifying the role of the school, in particular, of teachers in the strategies of coping with the adversities experienced by the families poor.