Este estudo objetivou verificar o impacto e a persistência de um Programa de Intervenção Motora com enfoque no contexto Motivacional para a Maestria no cotidiano das crianças participantes. Foi avaliado o desempenho motor (habilidades motoras fundamentais), a descrição dos contextos familiar e escolar e as medidas antropométricas (IMC e circunferência abdominal). A amostra desta pesquisa foi composta por 40 crianças (20 do grupo controle e 20 do grupo interventivo) participantes do Programa realizado no ano de 2008, na Escola de Educação Física da UFRGS, e de uma Escola Estadual do município de Porto Alegre. Para as avaliações das crianças foram utilizados: (1) o Teste de Desenvolvimento Motor Grosso (TDMG) de (ULRICH, 2000), adaptado e validado para a população do RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) para avaliar o desempenho motor bem como a descrição do contexto familiar (questionário (BERLEZE, 2002) adaptado de (SERRANO; NETO, 1997) e do contexto escolar (entrevista semi-estruturada) para melhor discutir o desempenho motor e; (2) as medidas da circunferência abdominal e, peso e estatura para cálculo do IMC, para a análise antropométrica. As crianças foram avaliadas em 03 momentos distintos: pré e pós-intervenção e 18 meses após o termino da intervenção (período de manutenção). O Programa de Intervenção Motora foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. Os resultados demonstraram que: (1) no desempenho motor, as crianças do grupo interventivo apresentaram ganhos na pós-intervenção e permaneceram com estes durante o período de manutenção (55% na categoria “Média”) enquanto que as crianças do grupo controle permaneceram com o mesmo desempenho em todos os períodos avaliados (60% na categoria “Muito Pobre”); (2) na análise antropométrica, ambos os grupos apresentaram a maior parte de seus participantes na categoria “Eutrófico” (70% interventivo; 60% controle) da pré para a pós-intervenção e no período de manutenção; (3) as avaliações antropométricas de IMC (p=0,795) e circunferência abdominal (p=0,751) apresentaram-se com resultados não significantes no período de manutenção bem como na interação com o desempenho motor no mesmo período. Conclui-se que as experiências proporcionadas em um ambiente adequado com a implementação de climas motivacionais apropriados contribui para o aumento do nível de interesse e desempenho final nas habilidades adquiridas, revelando assim, o impacto positivo do Programa Interventivo, bem como, a manutenção em mudanças positivas nas variáveis analisadas. / This study aimed to verify the impact and persistence of an intervention program focusing on the Motor Motivational context of Mastery in everyday life of the participants. We assessed motor performance (fundamental movement skills), the description of the family and school contexts, and anthropometric measurements (BMI and waist circumference). The sample in this study comprised 40 children (20 in the control group and 20 of the interventional group) participating in the program conducted in 2008, the School of Physical Education at UFRGS, and a state school in the city of Porto Alegre. For assessments of children were used: (1) Test of Gross Motor Development (TGMD) of (Ulrich, 2000), adapted and validated for the population of RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) to evaluate motor performance and a description of the family context (questionnaire (BERLEZE, 2002) adapted from (SERRANO; NETO, 1997) and the school context (semi-structured interview) to discuss the best motor performance and (2) measurements of waist circumference and, weight and height for BMI calculation, for anthropometric analysis. The children were evaluated in 03 separate stages: pre-and post-intervention and 18 months after the end of intervention (maintenance period). The Motor Intervention Program was developed in 28 weeks, implementing the assumptions of the structure of TARGET learning basic motor skills. The results showed that: (1) in motor performance, the children of the interventional group showed gains in postintervention and remained with them during the maintenance (55% in category "Medium") while children in the control group remained the same performance in all evaluated periods (60% in category "Very Poor"), (2) anthropometric analysis, both groups showed a Most of the participants in the "eutrophic" (70% interventional and 60% control) from pre-to post-intervention and in the maintenance period, (3) anthropometric assessments of BMI (p = 0.795) and waist circumference (p = 0.751) were non-significant results in the maintenance period as well as interaction with the motor performance in the same period. We conclude that the experiences provided in a suitable environment with the implementation of appropriate motivational climate contributes to the increased level of interest and ultimate performance in the acquired skills, thus revealing the positive impact of the Intervening Program, as well as the maintenance of positive changes in the variables analyzed.

[pt] Os dispositivos móveis estão amplamente presentes no cotidiano das pessoas. Com a difusão dos smartphones, surgem conflitos e incômodos por conta das interrupções e intrusões dos aparelhos durante interações sociais, fenômeno denominado como tecnoferência por McDaniel e Coyne (2016). Esta pesquisa buscou investigar a influência do uso de smartphones na relação entre pais e filhos e entender deque forma a presença da tecnologia interfere no contexto familiar. Participaram do estudo 30 responsáveis de crianças de 8 e 9 anos de idade provindos dos estados do Rio de Janeiro, Minas Gerais, Curitiba e Goiás, de diferentes faixas econômicas. Foram realizadas entrevistas semiestruturadas com os participantes por vídeo chamada via WhatsApp durante o período da pandemia de Covid-19. Os dados foram analisados com o software ATLAS.ti, sendo adotada a abordagem quali-quantitativa. Dentre os principais resultados, destacam-se diferentes impactos da utilização do smartphone pelos pais nas interações com seus filhos. Foram percebidas associações entre tecnoferência – invasões do celular durante interações de pais com seus filhos – e conflitos no convívio familiar. As entrevistas apontam para incômodos dos responsáveis sobre seu próprio uso e sobre o uso dos outros membros da família gerando insatisfação e descontentamento. Em contraste, os responsáveis destacaram a utilização compartilhada da tecnologia touch screen como recurso aliado nas interações com os filhos. O presente trabalho traz indicações sobre a necessidade de discussões futuras dos benefícios e malefícios do uso de smartphones por pais e crianças no ambiente familiar. / [en] Mobile devices are present in people s lives. With the spread of smartphones, conflicts and annoyances arise due to interruptions and intrusions of devices during social interactions, a phenomenon called technoference by McDaniel and Coyne (2016). This research sought to investigate the influence of the use of smartphones on the relationship between parents and children and, thus, to understand how the presence of technology interferes in the family context. Thirty caregivers of 8 and 9 year old children from the states of Rio de Janeiro, Minas Gerais, Curitiba and Goiás, from different economic backgrounds participated in the study. Semi-structured interviews were conducted with participants via video calling using WhatsApp during the Covid-19 pandemic period. The data were analyzed using the ATLAS.ti software, within a qualitative and quantitative approach. Among the main results, different impacts stand out, such as the use of parents; smartphone during interactions with their children. Associations were noticed between technoference - cell phone invasions during interactions between parents and their children - and conflicts in family life. The interviews point to parents; worrying about their own use of the technology, and about the use of other family members, generating dissatisfaction. On the other hand, parents also highlighted the shared use of touch screen technology as an ally resource in interactions with their children. The present research provides indications about the need for future discussions regarding the benefits and harms of the use of smartphones by parents and children in the family environment.

No description available.

Basée sur une approche sociologique, cette recherche a pour objet l'analyse et la compréhension du parcours scolaire des élèves de Section d'Enseignement Général et Professionnel Adapté (SEGPA) à l'île de La Réunion. Nous nous sommes principalement intéressé aux élèves en fin de scolarité dans douze SEGPA. Notre approche en termes de processus nous permet de montrer que l'histoire et le parcours scolaires des élèves rencontrés ne se réduisent pas à une aventure individuelle, mais sont le résultat d'un processus global construit dont les dynamiques sont à chercher dans la combinaison et l'interaction complexes d'un grand nombre d'éléments, de phénomènes, d'événements. Ainsi, même s'il apparaît que le fonctionnement institutionnel de l'orientation influence fortement les destins scolaires, il ressort de cette recherche que ce qui rend possibles le parcours scolaire et les sorties sans qualification des élèves de SEGPA, n'est pas réductible aux seules caractéristiques personnelles des élèves, ni à celles de leur cadre familial de socialisation, et encore moins à ce qui se joue dans l'espace scolaire ; nous y voyons plutôt le produit d'un processus global dont les dynamiques interdépendantes se conjuguent, s'imbriquent, se cumulent et s'influencent. / Through a sociological approach, this research intends to analyse and better understand the school career of SEGPA students in Reunion Island. Our study mainly focuses on students about to leaving school in 12 different SEGPA. This approach, in terms of process, demonstrates that the personal history and the school career of the students we met cannot be reduced to an individual adventure, but are the result of a comprehensive process whose dynamics are to be found in the combination and interactions of a variety of elements, phenomena and events. Even though the institutional functioning of school guidance influence school destiny, this research shows that school career and the failure of students leaving SEGPA without any qualification are not reducible to the student's personal characteristics or social family context, but is due to a comprehensive process whose interrelated dynamics combine, interact, cumulate and influence each other.

Made available in DSpace on 2016-12-06T17:06:59Z (GMT). No. of bitstreams: 1 Daniela B Prestes.pdf: 5940422 bytes, checksum: efbd27d7ed1b157341a9fb48050ac197 (MD5) Previous issue date: 2013-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Diversos estudos sobre a inclusão de crianças com deficiência na escola já foram realizados. Diante das questões estudas e das especificidades características da deficiência múltipla, constatou-se que existem poucas pesquisas que abordam a questão do desenvolvimento motor destas crianças no contexto escolar. Desta forma, o presente estudo procura avaliar a quantidade e a qualidade das oportunidades de estimulação motora presentes nos contextos vivenciais (familiar e escolar) e sua relação com o comportamento motor da criança com deficiência múltipla inserida na rede pública de ensino regular de Florianópolis. Foi realizado um estudo de caso, com uma criança do sexo feminino de 11 anos de idade, com diagnóstico de deficiência múltipla apresentando baixa visão, que frequentava o ensino fundamental da rede municipal de ensino de Florianópolis. Para avaliar as características biopsicossociais, clínicas e escolares do indivíduo do estudo foi utilizada uma ficha cadastral e avaliação multiprofissional disponibilizada pela escola. Para avaliar a funcionalidade do indivíduo do estudo, foi utilizado o protocolo Avaliação Pediátrica de Incapacidade (PEDI). A verificação das oportunidades de estimulação motora presentes no contexto familiar se deu pelo instrumento Affordances in the Home Environment Motor Development (AHEMD) e a verificação das oportunidades de estimulação motora presentes no contexto escolar, pelo instrumento Affordances in the School Environment Motor Development (ASEMD). As vivências motoras do indivíduo do estudo foram registradas a partir da gravação de vídeo, utilizando o protocolo de observação naturalística proposto por Ramalho (1996). Os resultados do estudo apontam que o indivíduo apresentava diagnóstico de deficiência múltipla, com sinais de déficit de atenção e hiperatividade (TDAH), estereotipias provavelmente secundárias à toxoplasmose congênita e afacia após catarata infantil. Verificou-se que o indivíduo do estudo era capaz de executar um pouco mais da metade das habilidades relacionadas ao autocuidado e à função social e todas as habilidades funcionais de mobilidade. Os resultados do questionário AHEMD apontaram que a classificação total para a casa do indivíduo do estudo foi média. Os itens espaço interior e variedade de estimulação foram avaliados como muito bons. Entretanto, o espaço exterior da casa foi avaliado como fraco e a provisão de materiais de motricidade fina e de materiais de motricidade ampla foram classificadas como muito fracas. A escola do indivíduo do estudo foi considerada ampla, oferecendo espaço externo e interno suficientes para estimulação motora. Contudo, a variedade de estimulação e a provisão de materiais de motricidade fina e materiais de motricidade grossa foi fraca. Com relação às vivências motoras no contexto escolar, ficou evidente o predomínio de atividades orientadas. Os movimentos realizados pelo indivíduo do estudo foram predominantemente segmentares, prevalecendo os movimentos manipulativos. As posturas sentado e em pé foram as mais adotadas pelo indivíduo do estudo. As interações do indivíduo do estudo se deram na maior parte do tempo com o professor e a disponibilidade de materiais e equipamentos foi bastante variada no contexto escolar. Diante dos resultados, foi possível contatar que tão importante quanto a quantidade de materiais e equipamentos, estão a variedade e a qualidade destes como fatores que influenciam o desenvolvimento motor do indivíduo. Além da disponibilidade de mais materiais e equipamentos, é necessário que haja tempo suficiente para que a criança explore os recursos existentes, sobretudo, é necessário que existam recursos humanos que favoreçam esta vivência.

<p>Existing career theories are largely based on a stable working environment and have focused excessively on men and single work roles. In the postindustrial era, however, women’s careers, characterized by the constant negotiation of multiple roles and more frequent job changes, have had implications on the changing nature of careers. The general purpose of this thesis is to increase knowledge about the process of career development of women. The focus is on two aspects: Life Career (characterized by multiple role constellations over the life course) and Occupational Career (characterized by different shapes of occupational movement over the life course). Three sets of questions addressed these two aspects of career: trajectory patterns, interrelationships, and antecedents and consequences. Career biographies covered ages 16 to 43. Antecedents reflecting individual agency (e.g., life role value, aspiration, and early experiences) were investigated. The impact of family context on occupational choice was also examined. Among the consequences examined were midlife work wellness and stress, health, and wellbeing.</p><p>Results showed that (1) Career patterns were highly diverse, including nine distinct life career patterns and ten occupational career patterns. (2) Occupational and life careers were significantly related, indicating that the paid work career is embedded in the overall life role structure throughout the life course. (3) Individual agency factors predicted life career. Occupational career was related to life career more than family context. (4) Occupational career did matter in work wellbeing. In terms of stress, health, and wellbeing at midlife, there was little difference among life career patterns, but more significant differences among occupational career patterns. The thesis indicates career theory can benefit from taking multiple roles and career development into account. Implications for career counseling, social policy, and organizations are discussed.</p>

Existing career theories are largely based on a stable working environment and have focused excessively on men and single work roles. In the postindustrial era, however, women’s careers, characterized by the constant negotiation of multiple roles and more frequent job changes, have had implications on the changing nature of careers. The general purpose of this thesis is to increase knowledge about the process of career development of women. The focus is on two aspects: Life Career (characterized by multiple role constellations over the life course) and Occupational Career (characterized by different shapes of occupational movement over the life course). Three sets of questions addressed these two aspects of career: trajectory patterns, interrelationships, and antecedents and consequences. Career biographies covered ages 16 to 43. Antecedents reflecting individual agency (e.g., life role value, aspiration, and early experiences) were investigated. The impact of family context on occupational choice was also examined. Among the consequences examined were midlife work wellness and stress, health, and wellbeing. Results showed that (1) Career patterns were highly diverse, including nine distinct life career patterns and ten occupational career patterns. (2) Occupational and life careers were significantly related, indicating that the paid work career is embedded in the overall life role structure throughout the life course. (3) Individual agency factors predicted life career. Occupational career was related to life career more than family context. (4) Occupational career did matter in work wellbeing. In terms of stress, health, and wellbeing at midlife, there was little difference among life career patterns, but more significant differences among occupational career patterns. The thesis indicates career theory can benefit from taking multiple roles and career development into account. Implications for career counseling, social policy, and organizations are discussed.

During adolescence, self-systems and individual perceptions of the self are changing and heavily influenced by family relationships, which are generally the first and longest lasting connections individuals experience. Thus, to understand youth development, it is imperative to investigate the family context, wherein parent-youth relationships and sibling relationships impact one another. The current study examines the effect of a close sibling relationship on youth self-esteem above and beyond the effect of the mother-youth relationship. A cross-sectional study was employed on a sample of 434 families in the US, which all consisted of one mother and at least a pair of siblings. All three members of the family participating filled in an online survey. The target youth were between the 5th to 7th grades. Hierarchical multiple regression analyses find sibling warmth as a significant predictor for youth self-perception, but not for youth self-criticism. The present study shows the importance of considering not only the mother-youth relationship when analyzing youth self-system development, but also the sibling relationship. / Under adolescensen förändras självsystemet, eller individens uppfattning om det egna jaget, och är kraftigt influerat av individens familjerelationer. Dessa relationer är generellt de mest varaktiga relationer som en individ upplever. För att förstå ungdomsutveckling är det därför nödvändigt att undersöka familjekontexten, i vilken relationerna mellan förälder-ungdom och mellan syskon påverkar varandra. Denna studie undersöker effekten av en nära syskonrelation på ungdomars självkänsla utöver och bortom effekten från ungdomars föräldrarelation. Studien är en tvärsnittsstudie av 434 familjer i USA bestående av minst en mor och ett syskonpar. Dessa tre familjemedlemmar deltog alla i en webbaserad undersökning. Denna studies fokus är de av ungdomarna som vid undersökningens tidpunkt gick i årskurs 5 till 7. Med hierarkisk multipel regressionsanalys visas att en varm syskonrelation är en signifikant prediktor för ungdomars självuppfattning, men inte för ungdomars självkritik. Denna studie visar på vikten av att inte endast beakta relationen mellan mor och ungdom när ungdomars självsystem analyseras, utan även syskonrelationen.

Text in Afrikaans / In this dissertation an attempt has been made to study the past and in particular the basic cultures of Western civilization (the ancient Israelites, ancient Greeks, Romans and early Christians) in order to investigate the educational role of the father. In an examination of the past from a historic pedagogical perspective, an endeavour has been made to compare the educational role of the father during the ancient period to that of the father at present in order to ascertain whether the past can possibly serve as "preceptor" with regard to this contentious contemporary problem. A chapter was devoted to each of the four aforementioned cultures in which the father's educational role was disclosed. At the end of each chapter a brief conclusion was reached pertaining to the field of study. In the last chapter a number of conclusions and recommendations with regard to some of the factors which influenced the father's educational role but which has immense significance for the contemporary (as well as the future) period and consequently cannot be ignored, were recorded. Matters such as the· father's educational responsibility, religious/devout support, moral-ethical education, vocational preparation and the implementation/enforcement of punishment and discipline were discussed so that the present state of affairs with regard to these factors could be evaluated and compared to that of the past. / In hierdie verhandeling is gepoog om by die verlede en wel by die grondkulture van die Westerse beskawing (die oud-lsraeliete, antieke Grieke, Romeine en vroee Christene) te gaan kers opsteek betreffende die opvoedingsrol van die vader. Deur die verlede vanuit 'n histories-pedagogiese ingesteldheid te bevra, is daar gepoog om die verband tussen die opvoedingsrol van die vader in die antieke tyd met die van die vader in die huidige tyd te vergelyk in 'n paging om vas te stel of die verlede moontlik as "leermeester" ten opsigte van die brandende kontempor~re vraagstuk kan di en. Aan elkeen van die vier genoemde kulture is 'n hoofstuk gewy waarin die vader se opvoedingsrol onthul is en aan die einde van elke hoofstuk is tot 'n kart samevattende gevolgtrekking met betrekking tot die veld van ondersoek gekom. In die laaste hoofstuk is 'n aantal gevolgtrekkings en aanbevelings met betrekking tot enkele faktore wat die vader se opvoedingsrol be1nvloed het maar wat groat segwaarde vir die huidige (sowel as toekomstige) tyd het en dus nie negeer kan word nie, geboekstaaf. In hierdie verband is aangeleenthede soos die vader se opvoedingsverantwoordel ikheid, religieus/godsdienstige steungewing, moreelsedelike opvoeding, beroepsvoorbereiding en die toepassing/handhawing van tug en dissipline aan die orde gestel sodat die huidige toedrag van sake met betrekking tot die genoemde faktore daarteen gespieel en geevalueer kan word. / Educational Studies / M. Ed. (Historical Education)

Text in Afrikaans / In this dissertation an attempt has been made to study the past and in particular the basic cultures of Western civilization (the ancient Israelites, ancient Greeks, Romans and early Christians) in order to investigate the educational role of the father. In an examination of the past from a historic pedagogical perspective, an endeavour has been made to compare the educational role of the father during the ancient period to that of the father at present in order to ascertain whether the past can possibly serve as "preceptor" with regard to this contentious contemporary problem. A chapter was devoted to each of the four aforementioned cultures in which the father's educational role was disclosed. At the end of each chapter a brief conclusion was reached pertaining to the field of study. In the last chapter a number of conclusions and recommendations with regard to some of the factors which influenced the father's educational role but which has immense significance for the contemporary (as well as the future) period and consequently cannot be ignored, were recorded. Matters such as the· father's educational responsibility, religious/devout support, moral-ethical education, vocational preparation and the implementation/enforcement of punishment and discipline were discussed so that the present state of affairs with regard to these factors could be evaluated and compared to that of the past. / In hierdie verhandeling is gepoog om by die verlede en wel by die grondkulture van die Westerse beskawing (die oud-lsraeliete, antieke Grieke, Romeine en vroee Christene) te gaan kers opsteek betreffende die opvoedingsrol van die vader. Deur die verlede vanuit 'n histories-pedagogiese ingesteldheid te bevra, is daar gepoog om die verband tussen die opvoedingsrol van die vader in die antieke tyd met die van die vader in die huidige tyd te vergelyk in 'n paging om vas te stel of die verlede moontlik as "leermeester" ten opsigte van die brandende kontempor~re vraagstuk kan di en. Aan elkeen van die vier genoemde kulture is 'n hoofstuk gewy waarin die vader se opvoedingsrol onthul is en aan die einde van elke hoofstuk is tot 'n kart samevattende gevolgtrekking met betrekking tot die veld van ondersoek gekom. In die laaste hoofstuk is 'n aantal gevolgtrekkings en aanbevelings met betrekking tot enkele faktore wat die vader se opvoedingsrol be1nvloed het maar wat groat segwaarde vir die huidige (sowel as toekomstige) tyd het en dus nie negeer kan word nie, geboekstaaf. In hierdie verband is aangeleenthede soos die vader se opvoedingsverantwoordel ikheid, religieus/godsdienstige steungewing, moreelsedelike opvoeding, beroepsvoorbereiding en die toepassing/handhawing van tug en dissipline aan die orde gestel sodat die huidige toedrag van sake met betrekking tot die genoemde faktore daarteen gespieel en geevalueer kan word. / Educational Studies / M. Ed. (Historical Education)