2026-09-082026-09-082021-12-20Balam, Deira Patricia Jimenez. Concepções e metas de socialização de emoções entre mães e pais mayas do México e análises comparativas com participantes de agrovilas do Brasil. Orientador: Lilia Iêda Chaves Cavalcante. 2021. 251 f. Tese (Doutorado em Teoria e Pesquisa do Comportamento) - Núcleo de Teoria e Pesquisa do Comportamento, Universidade Federal do Pará, Belém, 2021. Disponível em: . Acesso em:.https://repositorio.ufpa.br/handle/2011/18635In this research, the goals of socialization of emotion and local conceptions about the emotional expression of children among Maya mothers and fathers from southern Mexico were identified, as well as comparative analysis with participants from agricultural villages in northern Brazil. The research considered, as a theoretical approach, the ecocultural model, made up of three studies through which the following objectives were achieved: local conceptions about the emotions of adults and the expression of children's emotions among the Maya mothers and fathers from X-Hazil Sur, Quintana Roo, Mexico, were identified; 2) the socialization goals that express objectives related to the emotional development of children among Maya mothers and fathers with children up to 36 months who live in the Maya community of X-Hazil Sur were described; 3) a comparison between the socialization goals that express objectives related to the emotional development of children among mothers and fathers with children up to 36 months in the two contexts studied (Mexico and Brazil) was carried out. The main results underscore: 1) in the first study, 30 mothers participated, with an average age of 28.1 years (SD = 7.72) and 20 fathers with 30.95 years (SD = 7.15), having children with a mean age of 29.74 months, all of them reside in X-Hazil Sur, Mexico. The emotions addressed were joy, sadness, fear, anger, pride and shame: mothers and fathers were invited to describe their meanings, causes and expression, respectively. Afterwards, parental conceptions about the manifestation and appreciation/opinion of the expression of emotions in children were identified. Regarding the expression of emotions, they highlighted that, in most cases, they have a communicative function, allowing parents to know how their children feel and how to get to know them better. Specifically, 16 ways of expressing joy were mentioned, being important the expression of this emotion, since it allows parents to know if their children are well and if it generates well-being in them. Sadness was related to 12 different ways of expressing it. Although it was considered unimportant to express it, this emotion communicates to the parents if their children feel good. 10 ways to express fear were identified, which is seen as an emotion that should be expressed, since children must feel it to avoid danger and conduct themselves in their environment. Regarding anger, 12 ways of expressing it were identified, being an emotion valued negatively, its expression is not good, but like the others, it helps parents to get to know their children, his expression should not be encouraged, even if it helps fathers and mothers to know their children, since it allows them to know their preferences. Pride was classified as positive (four ways of expressing it were identified) and negative (five ways of expressing it were identified), but it was also identified as an emotion rarely experienced by children, since they were still so young. This emotion generates well being, because it highlights the achievements of children and helps parents to get to know their children. However, negative pride shouldn’t be expressed as it promotes arrogance, which is considered bad by these participants. Shame was expressed in eight ways, due to its contribution to the regulation of children’s behavior, and because it helps them avoid dangers. However, one reason for not expressing it is that this emotion can limit children, inhibiting them. In general, the expression of emotions should be balanced, neither too much nor too little, being the child’s responsibility of the child to regulate them, in addition to the fact that they are elements that favor autonomy and relatedness. It was also identified na’at, tuukul, k’ajal iik and óol, Maya notions related to emotional development. 2) In the second study the same mothers and fathers from the first study participated. The goals of socialization of emotions were identified, and the categories of 'self-maximization' and 'self-control' stood out, reinforcing that in the first case, Mayan mothers and fathers want their children to be emotionally sure of themselves and independent when they become happy adults capable of expressing themselves. Regarding the goals of "self-control", mothers and fathers would like their children as adults to develop the capacity for emotional regulation, being important the control of emotions in general, with an emphasis on anger. The control of emotions is related to the search for balance, an important notion in the Maya cultural model. To a lesser extent, goals related to ‘emotionality’ and ‘social expectations’ were mentioned. Also, the conditions for the development of socialization goals were addressed, with a strong emphasis on those ‘centered on the caregiver’ (counseling, discipline, for example) and on those ‘centered on the child’ (through play, being responsible). Specifically, in parental action so that the goals are met, the categories 'educate/guide' and 'maintain close relationships' are highlighted, the former being characterized by advice, example, a quiet family environment, emotional speech, and the second related to offering love, support, and care to children. 3) In the third study, the sample consisted of 82 participants, being 30 mothers with an average age of 28.1 years (SD = 7.72) and 20 fathers with an average age of 30.95 (SD = 7.15), residents of X-Hazil, Mexico, whose data were compared with those of 17 mothers with an average age of 25.5 years (SD = 7) and 15 fathers with an average age of 33.4 years (SD = 7.4), who live in Apeú, Brazil. Regarding the socialization goals investigated, the Chi-square test revealed that the goal categories of 'self-maximization' (p = 0.0001), 'self-control' (p = <0.0001), 'emotionality' (p = 0.0436) and 'others' (p = 0.0002), with one degree of freedom, have a statistically significant relationship (a= 0.05), which suggests that these are contextdependent and that the Mayan mothers and fathers of X -Hazil are more likely to cite these goals, with the exception of the 'emotionality' category. When addressing the conditions necessary for the goals to be met, no statistically significant association was observed between the two samples. However, when exploring the evocations made, it was found that, in both contexts, the conditions 'centered on the caregiver' are presented in a similar way, but in the case of the Apeú participants, they emphasized more on the conditions ‘centered on the context', while among X-Hazil's parents the ‘child-centered’ category predominates. Regarding the role of parental action in guiding the achievement of goals, the results indicate that the relationship between the surveyed samples is not statistically significant. Nevertheless, it can be observed that the mothers and fathers of Apeú present a greater number of evocations associated with the category 'educate/guide', and even a slight predominance among the Mayans of ‘maintaining close relationships', and in the same way, in both contexts 'providing material conditions'. In a complementary way, to identify the relational and autonomous cultural models among the samples, a scale of child development goals was applied. It was observed through the Student's T Test that the difference in means in relation to the 'Relational' (p = 0.7393) and 'Autonomous' (p = 0.3356) objectives are not statistically significant. In other words, the prevalence of some prototypical cultural model was absent. As a whole, the three studies made possible to show the relationship between the conceptions about emotional expression, the parental goals of socialization and the constituent aspects of the investigated contexts, where models of autonomy and the relatedness were present in the local conceptions, considering their ecological and cultural elements. This research contributes to understanding how the dimensions of autonomy and relatedness are presented in non-Western cultural contexts, in addition to exploring these elements in samples with similar cultural models in general, but with differences according to local cultural concepts and notions. Thematic, methodological, and theoretical guidelines should be presented for future research, that make explicit the current of sensible models to the ecolcultural perspective of human development from childhood.Acesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Socialização das emoções, expressão emocional, ecocultural, concepções parentaisSocialization of emotions, emotional expression, ecocultural, parental conceptionsSocialización de emociones, expresión emocional, ecocultural, concepciones parentalesbix u lak’ikubaj le paalalo’ob ichil u emocioneso’o, bix u ye’esk’ajal le óolo’, ecocultural, bix u na’atal tumen le taatstsilo’ob yèetel na’tsilo’obTeseCNPQ::CIENCIAS HUMANAS::PSICOLOGIAECOLOGIA DO DESENVOLVIMENTO HUMANOECOETOLOGIA