Objetivo: Avaliar a presença e a extensão dos atributos da Atenção Primária à Saúde (APS) e o grau de afiliação do usuário em Unidades de Saúde da Família (USF) a partir da experiência das mães/cuidadores. Método: Estudo quantitativo, transversal, com dados coletados em todas as 56 equipes de Saúde da Família, da zona urbana de Juazeiro do Norte, CE. Mediante entrevista no domicílio com 317 mães/cuidadores, utilizou-se o instrumento PCATool-Brasil (versões Infantis) e um roteiro com questões relacionadas aos aspectos socioeconômicos e caracterização clínica da criança. Realizou-se análise univariada com a descrição de medidas de tendência central e de dispersão e, posteriormente, os atributos de APS foram analisados em relação às variáveis econômicas e sociais. Realizou-se também dicotomização das variáveis e assim construção de tabelas de contingência com aplicação do teste qui-quadrado de associação. Resultados: Na avaliação da APS, na perspectiva dos cuidadores, o grau de afiliação indicou que 57,1% deles utilizam o mesmo serviço de saúde para o atendimento das crianças, sendo o enfermeiro a pessoa que melhor conhece sua criança. Os subitens do atributo Acesso de primeiro contato (utilização do serviço e acessibilidade) apresentaram escore baixo, como também a Longitudinalidade, apesar de alguns itens avaliados dentro desse atributo apresentarem valores elevados de escore. Coordenação (integração de cuidados) foi outro atributo que revelou baixo escore. Coordenação (sistema de informação) apresentou escore elevado. A Integralidade da atenção (serviços disponíveis) obteve baixo escore. No que diz respeito à Integralidade (serviços prestados), obteve-se elevado escore. Orientação Familiar apresentou o menor escore de todos os atributos avaliados pelo PCATool neste estudo. Da Orientação Comunitária, somente o item \"visita domiciliar\" obteve escore acima do corte. Desse modo, os escores Essencial e Geral obtiveram valores médios classificados como baixos na avaliação dos cuidadores de menores de um ano. Na fase analítica, verificou-se associação entre as variáveis sociodemográficas \"receber auxílio do Bolsa Família\" e \"histórico de aborto\" e o desfecho diarreia, tendo- se que a Bolsa Família (OR=0,51; IC95%:0,31-0,85) foi encontrado como fator de proteção para os episódios de diarreia, enquanto que o histórico de aborto foi chance para esse desfecho (OR=2,25; IC95%:1,15-4,38). Também se buscou associação entre as variáveis sociodemográficas e o desfecho pneumonia e as variáveis que explicaram esse desfecho foram \"não acesso ao abastecimento de água na rede pública\" e ainda \"não utilização dos serviços de Atenção Primária à Saúde\"; as crianças nessas condições apresentaram mais chances de serem internadas em algum momento por pneumonia. Conclusão: A avaliação da assistência à saúde da criança no âmbito da Estratégia Saúde da Família evidenciou pouca presença e extensão dos atributos da APS, embora o município disponha de alta cobertura de ESF. Nessa perspectiva, apesar de a ESF ser um cenário preferencial para as ações de promoção à saúde e prevenção de agravos e de se constituir como porta de entrada para os serviços, nesta investigação, não alcançou uma assistência à criança com ênfase na integralidade do cuidado. Além disso, o modelo de assistência sem foco na família e sem participação da comunidade configura, ainda, a execução de práticas assistenciais tradicionais, voltadas para um modelo que pouco permite ampliar o olhar para quem se cuida. Como limitações, tem-se a ocorrência de movimento grevista no período de coleta de dados, momento no qual as famílias tiveram dificuldades de acesso aos serviços de saúde no município, o que pode ter avaliado negativamente os dados. Identificou-se também grande número de cuidadores que indicaram outros serviços da rede assistencial como referência para o cuidado da criança. Esse achado parece fragmentar ainda mais a assistência infantil e ter contribuído para que os atributos da APS fossem mal avaliados. Nesse sentido, os resultados desta investigação, de caráter avaliativo da APS, devem ser discutidos com as instâncias de decisão, com profissionais da rede de saúde e com a comunidade, visto que podem contribuir como ferramentas que orientem as políticas municipais voltadas à assistência da criança. Entendemos que avaliar o cuidado integral à saúde da criança no âmbito da ESF seja apontar caminhos capazes de fortalecer as práticas de saúde e qualificar, ainda mais, a atenção dispensada à criança e sua família / Objective: To evaluate the presence and extent of the attributes of Primary Health Care (PHC) and the degree of user membership in the Family Health Units (FHU) from the experience of mothers / caregivers. Method: Quantitative and cross-sectional study, with data collected in all 56 family health teams, in the urban area of Juazeiro do Norte, CE. Through interviews at home with 317 mothers / caregivers, we used the PCATool-Brazil instrument (Infant version) and a script with questions related to socioeconomic and clinical characterization of the child. We conducted univariate analysis with a description of measures of central tendency and dispersion and subsequently APS attributes were analyzed in relation to economic and social variables. It held also dichotomization of variables and so building contingency tables with application of chi-square test of association. Results: In the evaluation of PHC, from the perspective of caregivers, the degree of affiliation indicated that 57.1% of them use the same health service for the care of children, and the nurse is the person who best knows their child. The sub-items of the first contact Access attribute (using the service and accessibility) had low score, as well as Longitudinality, although some items within this attribute presented high values of score. Coordination (integration of care) was another attribute that showed low score. On the other hand, Coordination (information system) showed a high score. Comprehensive care (available services) got low score; on the contrary, Comprehensive care (services offered) obtained high scores. Family Guidance had the lowest score of all attributes assessed by PCATool in this study. For the Community Guidance, only the item \"home visit\" had a score above the cut. Thus, the Essential and General scores mean values obtained were classified as low in the evaluation of children caregivers. In the analytical phase, there was an association between sociodemographic variables \"receiving aid from government\" and \"abortion history\" and diarrhea outcome, and that the family allowance (OR = 0.51; 95% CI:0.31-0.85) was found as a protective factor for episodes of diarrhea, while abortion history was chance for this outcome (OR = 2.25; 95% CI:1.15-4.38). In addition, we sought association between sociodemographic variables and pneumonia outcome, and the variables that explain this outcome were \"no access to water supply in the public system,\" and \"non-use of primary health care services\"; children in these conditions were more likely to be hospitalized at some point by pneumonia. Conclusion: The evaluation of child health care in Family Health Strategy (FHS) showed little presence and extent of the attributes of PHC, although the municipality available high coverage of this strategy of care. From this perspective, although FHS be a preferred scenario for the actions of promotion of health and disease prevention and to establish itself as the gateway to the services, this research has not achieved a childcare with an emphasis on comprehensive care. In addition, the unfocused care model in the family and no community participation sets also running traditional care practices focused on a model that allows little broaden perspectives for those who was cared. As limitations, there is the occurrence of strike movement in the period of data collection; families probably had difficulties in accessing health services in the municipality, and they may have negatively assessed the services. There were also identified a large number of caregivers who indicated other services delivery networks as a reference for child care. This finding seems to further fragment the child care and have contributed to the attributes of the PHC were poorly evaluated. In this sense, the results of this research should be discussed with decision-makers, health and community network professionals, as they can contribute as tools to guide municipal policies aimed at child care. We understand that evaluate the comprehensive care of children under FHS is able to point out ways to strengthen health practices and qualifying even more the attention which is paid to children and their families

Este texto apresenta resultados da pesquisa de doutorado, que versa sobre o processo de integração da educação infantil ao sistema municipal de ensino na cidade de São Paulo. Teve por objetivo investigar as ações do poder público paulistano no contexto da configuração da Educação Infantil como primeira etapa da Educação Básica, focalizando o período de 2001 a 2004. Como procedimentos metodológicos foram mapeados e analisados documentos legais e normativos, referentes ao período, disponibilizados no Portal da Secretaria Municipal de Educação, no acervo da Memória Técnica Documental da SME, em especial o Cadastro de Leis Municipais. Documentos que sustentaram as ações do processo de integração da EI, entre esses: Leis, Decretos, Portarias, bem como e Pareceres, Indicações e Deliberações do Conselho Municipal da Educação. Foram realizadas entrevistas com profissionais que participaram do processo de integração da EI ao sistema de ensino, cujos depoimentos possibilitaram o diálogo e a análise mais apurada dos documentos. A perspectiva teórica da Sociologia da Infância propiciou a apreensão da concepção de infância e do lugar social das crianças na política pública municipal em relação ao cuidado e educação da criança pequena, que ao considerar o histórico das creches paulistanas e as tensões e embates que delimitaram a EI, evidenciou-se que o processo de integração centrou-se na transferência das creches e CEIs, concentrando, administrativamente o atendimento às crianças de 0 a 6 anos na Secretaria da Educação, no entanto não foi capaz de integrar creches e pré-escolas, ao contrário, estruturou uma política educacional cindida, diferenciada e diferenciadora, na qual as crianças como grupo social e a infância como categoria estrutural da sociedade foram totalmente desconsideradas. / This text shows the results of the PhD research about the Early Childhood Education integration process in the municipal education system in São Paulo city. It aimed to investigate the actions taken by the municipal administration in the configuration of the Early Childhood Education (ECE) as the first level of the educational sphere in the period from 2001 to 2004. The ECE was previously constituted by two distinctive systems the child care, under the Department of Social Services, and pre-school, under the Department of Education. To do so, the methodological procedures constituted in mapping and analyzing legal and normative documents of the given period available in the Municipal Department of Education website, in the Municipal Department of Educations Technical Documental Memoire archive, regarding particularly the municipal legislation. The documents that sustained the ECE integration process are, among others: Laws, Executive Orders, Resolutions and Committee Reports from the Municipal Department of Education, as well as other documents from this department. Interviews were made with some of the professionals that participated in the ECE integration process, which helped us to make a wider and more accurate analysis of the documents. The Sociology of Childhood perspective allowed an understanding of childhood and social place of children in the municipal policy regarding young childrens care and education that when taking the history of the child care in São Paulo into account as well as the tension and struggling that formed the ECE during the integration progress we managed to highlight that this integration process focused on the transference of the child care from the Department of Social Service to the Department of Education. However, the Department of Education was not capable to integrate child care and pre-school, on the contrary it has constructed a divided educational policy that divide the children neglecting the children as a social group and childhood as category of the social structure.

Made available in DSpace on 2017-07-21T20:31:39Z (GMT). No. of bitstreams: 1 Reulcineia.pdf: 781145 bytes, checksum: 670df38e7264e181a53e14fcf0067c3d (MD5) Previous issue date: 2008-04-17 / This study focuses the trajectory of care about child on its zero to six years old into PROAMOR Foundation in Ponta Grossa State of Paraná. The local and national policies were analyzed to observe the actions coming from them toward to child. The historic, social, economic, political and cultural aspects were considered through the child context caring. The understanding about the conceptions and theories that provided support to the actions to child offered reference to analyze the period focused – 1987 a 2000 in the Foundation. It searched to rescue the history of Foundation raising to the articulation the caring of child by the Educational Department as the Brazilian legal determination Lei de Diretrizes e Bases nº 9.394/96. It was organized a theoretical frame to point the actions and policies around the child and childhood. The analysis had the micro and macro system as model into PROAMOR Foundation. Also the research showed the distance between children’s desires and the work provided by the PROAMOR Foundation. / Este trabalho apresenta um estudo acerca da trajetória de atendimento educacional da criança de zero a seis anos no município de Ponta Grossa – Estado do Paraná a partir da Fundação PROAMOR. Foram analisadas as políticas nacionais e os encaminhamentos destas localmente. O estudo focou os aspectos históricos, sociais, econômicos, políticos e culturais no contexto do atendimento da criança. Buscou-se compreender as concepções de criança que deram suporte ao atendimento da Fundação e os desmembramentos desencadeados pelas mudanças legais referentes ao período de 1987 a 2000, enfocado na pesquisa. A investigação propôs recuperar a história da Fundação no contexto de sua criação, implantação até o momento de transição do atendimento das crianças de zero a seis anos para a Secretaria de Educação conforme a determinação da Lei de Diretrizes e Bases nº 9.394/96. O aporte teórico permitiu organizar um quadro teórico das concepções, legislações e políticas voltadas para a criança pequena. Com fundamento nas concepções pedagógicas e legais de criança este trabalho procedeu a análise dos desdobramentos que confluíram nas ações ao entorno da criança no macro e no microssistema presentes na Fundação PROAMOR. Apontou-se o tendimento voltado para o cuidado da criança e as contradições entre o que desejaria a criança e o que foi ofertado, que era de direito desta.

I samhället finns flera lagar och föreskrifter för att garantera barn trygga uppväxtvillkor. Trots regelverk kan konstateras en ökning vad gäller barn som far illa. Avgörande för efterlevnaden av fastlagda bestämmelser är bland annat distriktssköterskans, inom barnhälsovården, möjligheter till att uppmärksamma signaler kring barns situation samt att vid behov vidta adekvata åtgärder. Det finns dock flera faktorer som kan vara avgörande för distriktssköterskans ställningstagande. Syftet med studien är att beskriva faktorer som påverkar distriktssköterskans beslut om en anmälan till socialtjänsten om att ett barn far illa. Sammanlagt åtta distriktssköterskor inom BVC-verksamhet i Västra Götalandsregionen har intervjuats. Studien har en kvalitativ inriktning. Materialet har analyserats induktivt med kvalitativ innehållsanalys som metod. Resultatet visar flertalet faktorer som påverkar distriktssköterskans beslut om en anmälan till socialtjänsten på olika sätt. Ett bra samspel med familjen underlättar distriktssköterskans beslut, behov finns dock av möjligheter till stöd på olika sätt från tillgängliga resurser för att underlätta i processen. Samverkan med socialtjänsten ser olika ut men överlag önskar distriktssköterskorna att samarbetet mellan parterna förbättras för att minska de faktorer som försvårar. Distriktssköterskorna ser yrkeserfarenhet som en underlättande faktor. I studien framkommer också svårigheten i att både vara professionell och samtidigt människa som påverkas känslomässigt i svåra situationer. Samtliga faktorer diskuteras i relation till varandra och i relation till studiens syfte. Resultatet kan användas för att öka distriktssköterskans medvetenhet om vad som kan påverka ett beslut om en anmälan kring utsatta barn vilket i sin tur bidrar till bättre förutsättningar för barn i det fortsatta livet. / Program: Specialistsjuksköterskeutbildning med inriktning mot distriktssköterska

A pesquisa que ora se apresenta buscou analisar os trabalhos publicados nos anais das sucessivas edições do Congresso Brasileiro de História da Educação, a fim de delimitar aqueles cujo objeto de estudo é a assistência à infância. Para alcançar esse objetivo, efetuou-se como recorte temporal a análise das edições do referido evento de 2000 a 2015, com ênfase nos trabalhos que apresentam como temática central de discussão a assistência destinada à infância. Quanto ao método, trata-se de uma pesquisa de levantamento bibliográfico. Considera-se nessa análise que os estudos acerca da assistência à infância estão inseridos no campo da História e na dimensão História da Educação, conforme indicaram os Balanços Bibliográficos Temáticos já realizados por Carla Silvana Daniel Sartor, Irma Rizzini e Maria Teresa da Fonseca, Maria Helena Rolim Capelato e, ainda, o levantamento realizado no GT02 da ANPEd, bem como foram capazes de comprovar que ao surgir a Sociedade Brasileira de História da Educação e os CBHEs, a assistência à infância, as instituições de assistência, a história da infância pobre e desvalida, a filantropia e a caridade, eram temas de pesquisa que já estavam consolidados. Analisando o perfil dos trabalhos apresentados e publicados, dentre o total identificado (4.163), apenas 77 produções (1,8%) correspondem ao tema ora investigado, indicando que é regular, pois esteve presente em todas as edições do evento, mas é possível inferir que se trata de uma perspectiva de estudo ainda periférica. O levantamento demonstra que os aspectos mais enfatizados, como os temas Instituição de Assistência à Infância/Assistência e a Socialização, foram aqueles que tiveram a maior recorrência nos trabalhos analisados. Constata-se que é comum, entre tais pesquisadores, apontar que a educação tinha por objetivo moralizar a infância pobre, posto que a educação ficava circunscrita aos conhecimentos elementares, pois a missão da escola era socializadora. No que tange à educação das meninas, limitava-se à preparação dessas garotas para o exercício do papel de mãe de família, para executar com perfeição as tarefas domésticas em detrimento dos aspectos pedagógicos. Quanto aos Ofícios, os textos apresentam pontos em comum, o trabalho era pensado como a alternativa para resolver os problemas oriundos da infância pobre, abandonada e órfã, pois ao submetê-la à aprendizagem de um ofício, acreditava-se que seria possível regenerar a criança e, ainda, qualificar mão de obra para o mercado de trabalho / The present research sought to analyze the works published in the annals of the successive editions of the Brazilian Congress of History of Education, in order to delimit those whose object of study is child care. In order to reach this objective, the analysis of the editions of this event from 2000 to 2015 was carried out as a temporal cut, with emphasis on the works that present as a central topic of discussion the assistance for children. As for the method, this is a bibliographical survey research. It is considered in this analysis that the studies about child care are inserted in the field of History and in the History of Education dimension, as indicated by the Thematic Bibliographic Balances already carried out by Carla Silvana Daniel Sartor, Irma Rizzini and Maria Teresa da Fonseca, Maria Helena Rolim Capelato, and also the survey carried out in GT02 of ANPEd, as well as were able to prove that when the Brazilian Society of Education History and the CBHEs emerged, child care, care institutions, the history of poor childhood and philanthropy and charity, were themes of research that were already consolidated. Analyzing the profile of the works presented and published, of the total identified (4.163), only 77 productions (1.8%) correspond to the subject investigated, indicating that it is regular, since it was present in all editions of the event, but it is possible to infer that this is still a perspective of a peripheral study. The survey demonstrates the aspects more emphasized, that the themes Institution of Assistance to Childhood / Assistance and Socialization, were those that had the greatest recurrence in the works analyzed. It is common knowledge among these researchers to point out that education aimed at moralizing poor childhood, since education was limited to elementary knowledge, since the mission of the school was socializing. As far as girls\' education was concerned, it was limited to the preparation of these girls for the role of mother of a family, to perform household tasks perfectly to the detriment of pedagogical aspects. As for the Offices, the texts present points in common, the work was thought as the alternative to solve the problems of poor, abandoned and orphaned children, because when subjecting it to the learning of a craft, it was believed that it would be possible to regenerate and to qualify labour for the labour market

The goal of this project was to explore associations between maternal and paternal employment around nine months after the birth of a child and child socioemotional, cognitive, and health outcomes at two and four years of age. Three research aims were addressed. Aim One: To Examine Associations Between Maternal Employment And Child Outcomes Findings indicated that few links exist between maternal full and part time employment (compared to no employment) and child outcomes at two and four years. A series of home and family process variables were also analyzed to determine whether they served as significant mediators or offsetting variables in the association between employment and child outcomes. Although there was some variation by outcome, generally full and part time maternal employment was linked with more maternal knowledge of child development, less maternal depression, more maternal income, better attachment classification, and a higher quality home environment. Each of these process variables were, in turn, linked with positive child outcomes. On the other hand, full and part time maternal employment was also associated with less time spent with the child, which was associated with poorer child outcomes. Full and part time maternal employment was linked with greater participation in nonparental child care, which was associated with both better and worse child outcomes, varying by type of care and the specific outcome. Compared to non-working mothers, full time employment was linked with a shorter duration in breastfeeding, while part time employment was linked with a longer duration in breastfeeding. Duration of breastfeeding was associated with better child outcomes at age two. Lastly, the number of well child visits was not found to be a significant pathway between maternal employment and child outcomes. It appeared that positive and negative pathways existed, and in most cases balanced out to a non significant direct effect of employment on outcomes. Aim Two: To Examine Associations Between Parental Employment And Child Outcomes Findings from the second study indicated that, compared to children with a non working mother and full time working father, children with two full time working parents displayed more illness by age two. At age four, compared to children with a non working mother and full time working father, children with a part time working mother and a father with part time or no work showed less engagement of a parent. Children with a part time working mother and full time working father, children with a part time working mother and part time or non working father, and children with two full time working parents displayed more externalizing behavior. A series of home and family process variables were analyzed to determine their role as mediators or offsetting variables in the association between parental employment and child outcomes. Although there was some variation by outcome, generally the employment groups that included a full time working father and a part or full time working mother fared best on process variables. These groups were associated with more mother and father knowledge of child development, less maternal depression, more use of child care, more income, more maternal sensitivity, and a better home environment. These process variables were, in turn, associated with better child outcomes. On the other hand, those families with a non working mother and a part time or non working father generally fared worst on process variables. This group was associated with less mother and father knowledge of child development, more maternal and paternal depression, a lower quality home environment, less income, less months breastfed, and lower maternal sensitivity. These process variables were generally associated with poorer child outcomes at ages two and/or four. Aim Three: To Examine the Mediating Role Of Child Care Quality In The Association Between First-Year Parental Employment And Child Outcomes At Age Four Results indicated that overall there were associations between employment and child care, but few and inconsistent links between child care type and quality and child outcomes. The child outcomes for which some types of child care served as a significant pathway for parent employment were math ability, reading ability, engagement of the parent, and expressive language. High quality center-based care, high quality relative care, and high quality non-relative care were all positively linked with at least one child outcome measured at age four. However, low quality center based care was also positively linked with both math ability and engagement of the parent. The positive link with math was surprising, particularly in the absence of a positive link between high quality center-based care and math ability, which was expected based on previous findings. Engagement of the parent was the only socioemotional outcome with a positive link with parental employment though child care. The pathway emerged through both high and low quality, center-based settings. Because of the large groups and decreased one-on-one time with an adult, center-based care, at the onset of the study, was expected to have a negative link with socioemotional outcomes. No links with child health were found.

The care and education of pre-school children presents a perfect storm of conflicts among the needs of women, children, and states, particularly in societies that maintain a sharp barrier between the private and public spheres such as the United States and Britain. American and British policymakers attempted to address these tensions in the early 1970s by proposing universal child care programs. In the U.S., the Comprehensive Child Development Act (CDA) of 1971 passed both the House and Senate by overwhelming majorities but was vetoed by President Richard Nixon. Going further than any proposal before or since to establish a national public child care program, it would have made public child care centers universally available on a sliding-scale basis: free for children of the poor but available for a fee to middle and upper class children. The British Department of Education and Science, led by Secretary Margaret Thatcher, published a White Paper in 1972 calling for nursery expansion, but it was never fully implemented. It proposed a dramatic expansion of public nursery education, so that it might be available within a decade to all families with three and four year old children who chose to utilize it, with funds being made available first to local areas designated as most in need. My dissertation presents an in-depth account of the political bargaining that occurred during this period in both countries, and addresses the factors that contributed to the failure of these universal child care proposals. Although neither child care program was implemented (or fully implemented, in the British case), the proposals raise important questions about the relationship between the state and the family. It also analyzes the aftermath of these policies’ failure through to the end of Thatcher and Reagan administrations. It then turns to the mid-1990s which represent a key divergence in the two nations’ paths, as Britain returned to its earlier nursery education initiatives for all children and the United States further entrenched its reliance on the private market for the provision of care. The passage in 1997 of the British National Child Care Strategy, a central component of New Labour’s War on Child Poverty, included a free and universal preschool provision for all three and four year old children. In the U.S., by contrast, the 1996 Personal Responsibility and Work Opportunity Reconciliation Act expanded child care subsidies only for eligible low income children below the age of five, thus continuing the American reliance on the free market to provide this necessary service for most families. I argue that conflicting visions of child care as an educational intervention versus a welfare service—and as a universal provision benefitting all children and families versus a means-tested program targeted to low-income families—explain the differences between these two countries’ policy developments in the 1990s. Specifically, my dissertation examines how British and American conceptions of motherhood and child-rearing compare, and how policymakers viewed the role of the state in intervening with parental responsibilities. In the United States, Republicans balked at the idea of public child care provision for the nonpoor, yet British politicians of both major parties supported universal public interventions in the early years at various points across the period.

A pesquisa que ora se apresenta buscou analisar os trabalhos publicados nos anais das sucessivas edições do Congresso Brasileiro de História da Educação, a fim de delimitar aqueles cujo objeto de estudo é a assistência à infância. Para alcançar esse objetivo, efetuou-se como recorte temporal a análise das edições do referido evento de 2000 a 2015, com ênfase nos trabalhos que apresentam como temática central de discussão a assistência destinada à infância. Quanto ao método, trata-se de uma pesquisa de levantamento bibliográfico. Considera-se nessa análise que os estudos acerca da assistência à infância estão inseridos no campo da História e na dimensão História da Educação, conforme indicaram os Balanços Bibliográficos Temáticos já realizados por Carla Silvana Daniel Sartor, Irma Rizzini e Maria Teresa da Fonseca, Maria Helena Rolim Capelato e, ainda, o levantamento realizado no GT02 da ANPEd, bem como foram capazes de comprovar que ao surgir a Sociedade Brasileira de História da Educação e os CBHEs, a assistência à infância, as instituições de assistência, a história da infância pobre e desvalida, a filantropia e a caridade, eram temas de pesquisa que já estavam consolidados. Analisando o perfil dos trabalhos apresentados e publicados, dentre o total identificado (4.163), apenas 77 produções (1,8%) correspondem ao tema ora investigado, indicando que é regular, pois esteve presente em todas as edições do evento, mas é possível inferir que se trata de uma perspectiva de estudo ainda periférica. O levantamento demonstra que os aspectos mais enfatizados, como os temas Instituição de Assistência à Infância/Assistência e a Socialização, foram aqueles que tiveram a maior recorrência nos trabalhos analisados. Constata-se que é comum, entre tais pesquisadores, apontar que a educação tinha por objetivo moralizar a infância pobre, posto que a educação ficava circunscrita aos conhecimentos elementares, pois a missão da escola era socializadora. No que tange à educação das meninas, limitava-se à preparação dessas garotas para o exercício do papel de mãe de família, para executar com perfeição as tarefas domésticas em detrimento dos aspectos pedagógicos. Quanto aos Ofícios, os textos apresentam pontos em comum, o trabalho era pensado como a alternativa para resolver os problemas oriundos da infância pobre, abandonada e órfã, pois ao submetê-la à aprendizagem de um ofício, acreditava-se que seria possível regenerar a criança e, ainda, qualificar mão de obra para o mercado de trabalho / The present research sought to analyze the works published in the annals of the successive editions of the Brazilian Congress of History of Education, in order to delimit those whose object of study is child care. In order to reach this objective, the analysis of the editions of this event from 2000 to 2015 was carried out as a temporal cut, with emphasis on the works that present as a central topic of discussion the assistance for children. As for the method, this is a bibliographical survey research. It is considered in this analysis that the studies about child care are inserted in the field of History and in the History of Education dimension, as indicated by the Thematic Bibliographic Balances already carried out by Carla Silvana Daniel Sartor, Irma Rizzini and Maria Teresa da Fonseca, Maria Helena Rolim Capelato, and also the survey carried out in GT02 of ANPEd, as well as were able to prove that when the Brazilian Society of Education History and the CBHEs emerged, child care, care institutions, the history of poor childhood and philanthropy and charity, were themes of research that were already consolidated. Analyzing the profile of the works presented and published, of the total identified (4.163), only 77 productions (1.8%) correspond to the subject investigated, indicating that it is regular, since it was present in all editions of the event, but it is possible to infer that this is still a perspective of a peripheral study. The survey demonstrates the aspects more emphasized, that the themes Institution of Assistance to Childhood / Assistance and Socialization, were those that had the greatest recurrence in the works analyzed. It is common knowledge among these researchers to point out that education aimed at moralizing poor childhood, since education was limited to elementary knowledge, since the mission of the school was socializing. As far as girls\' education was concerned, it was limited to the preparation of these girls for the role of mother of a family, to perform household tasks perfectly to the detriment of pedagogical aspects. As for the Offices, the texts present points in common, the work was thought as the alternative to solve the problems of poor, abandoned and orphaned children, because when subjecting it to the learning of a craft, it was believed that it would be possible to regenerate and to qualify labour for the labour market

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-07-03T17:32:18Z No. of bitstreams: 1 FernandaSoares.pdf: 709069 bytes, checksum: a4d756d2894b50d1273a4c7edc7998d7 (MD5) / Made available in DSpace on 2017-07-03T17:32:18Z (GMT). No. of bitstreams: 1 FernandaSoares.pdf: 709069 bytes, checksum: a4d756d2894b50d1273a4c7edc7998d7 (MD5) Previous issue date: 2016-04-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Introduction: Taking care of a newborn preterm amid its fragility, it is a delicate activity for any mother, especially for adolescent mothers who, in most cases, the emotional immaturity and inexperience can experience this moment as a very conflictive exercise. Objective: To analyze the meanings of maternal care for adolescents with preterm children admitted to the neonatal unit. Method: This is an analytical descriptive research with a qualitative approach, which was attended by twenty teenage mothers from 10 to 19, who were accompanying their preterm children admitted to a state reference hospital in Northeast Brazil. To obtain data were collecting information on secondary source and semi-structured interview. Data analysis was performed according to the Content Analysis, thematic modality. Results: The reports emerged three central themes: "The no possibility of maternal care", "Learning to care" and "Different experiences in the care of teenage mothers to newborn preterm." For teenage mothers each neonate inpatient unit allowed a differentiated understanding of care. The meanings of maternal care were expressed as feeling and practices involving the supply of the needs of infants, including breastfeeding and Kangaroo. Final considerations: Given the results, it is concluded that the construction of the meanings of maternal care for teenage mothers interviewed was influenced by the various environments of the Neonatal Unit (NICU UCINCo and UCINCa) and also the guidelines received by the neonatal team. In Unit Kangaroo where teenage mothers were closer to the child, empowerment, effectiveness of care and the recognition of being a mother could. / Introdução: Cuidar de um recém-nascido pré-termo, em meio a sua fragilidade, representa uma atividade delicada para qualquer mãe, principalmente para puérperas adolescentes que, em sua maioria, pela imaturidade emocional e inexperiência podem vivenciar esse momento como um exercício bastante conflitivo. Objetivo: Analisar os significados do cuidado materno para adolescentes com filhos pré-termo internados em unidade neonatal. Método: Trata-se de uma pesquisa descritiva analítica, com abordagem qualitativa, na qual participaram vinte mães adolescentes, de 10 a 19 anos, que estavam acompanhando seus filhos pré-termo internados em uma maternidade de referência estadual do Nordeste brasileiro. Para obtenção de dados foi realizada coleta de informações em fonte secundária e entrevista semi-estruturada. A análise dos dados foi realizada segundo a Análise de Conteúdo, modalidade temática. Resultados: Dos relatos emergiram três temas centrais: “A não possibilidade do cuidado materno”, “Aprendendo a cuidar” e “Diferentes vivências no cuidado de mães adolescentes ao recém-nascido pré-termo”. Para as mães adolescentes cada unidade de internação do neonato possibilitou uma compreensão diferenciada sobre o cuidar. Os significados do cuidado materno foram expressos como sentimento e práticas que envolvem o suprimento das necessidades dos bebês, incluindo o aleitamento materno e o Método Canguru. Considerações finais: Diante dos resultados obtidos, conclui-se que a construção dos significados do cuidado materno para as mães adolescentes entrevistadas foi influenciada pelos diversos ambientes da Unidade Neonatal (UTIN, UCINCo e UCINCa) e, também, pelas orientações recebidas pela equipe neonatal. Na Unidade Canguru, onde as mães adolescentes estavam mais próximas do filho, foi possível o empoderamento, a efetivação dos cuidados e o reconhecimento do ser mãe.

A intenção desse trabalho foi pesquisar como os professores, ao dialogar com os modos de fazer arte da contemporaneidade e os conteúdos das poéticas dos artistas, poderiam transformar sua prática em sala de aula, tornando-se propositores, investigadores e criadores de campos de experiências para as crianças de 0 a 3 anos. Para poder balizar e acompanhar o processo de transformação dos professores estabelecemos como modelo de referência uma rede teórica constituída pelas pesquisas e estudos sobre Arte Contemporânea, realizada por Archer (2008), Duve (2012), Favaretto (2008), Rancière (2003), Matos (2009), além dos conhecimentos desenvolvidos por Vygotsky (1989), Piaget (1987) e Winnicott (1975) a respeito do desenvolvimento e aprendizagem das crianças e também as pesquisas sobre formação de professores em Alarcão (1999), Schon (2000), Weisz (1999) e Formosinho (2009). Os materiais analisados foram construídos com o grupo de professores durante o processo formativo, são eles: diagnósticos realizados e compartilhados com os professores, sínteses de reuniões, sequências de atividades com fotografias e documentação fotográfica produzida para a exposição realizada no CEU Parelheiros em novembro de 2013, e uma exposição das propostas realizadas pelos professores junto às crianças. / This thesis involves the research of the teacher\'s dialogues within ways of making contemporary art and the poetic content of the artists, and how they could transform their practice in the classroom, becoming proponents, investigators and creators of fields of experience for children between 0-3 years of age. In order to mark out and monitor the process of transforming teachers established as a reference model a theoretical network consists of the research and studies on Contemporary Art held by Archer (2008), Duve ( 2012) , Favaretto (2008 ), Rancière (2003 ) Matos (2009 ), in addition to knowledge developed by Vygotsky (1989 ), Piaget (1987) and Winnicott (1975 ) regarding the development and learning of children and also research on teacher education in Alarcão (1999 ), Schon (2000 ) Weisz (1999) and Formosinho (2009 ). The materials analyzed were built with the group of teachers during the training process, they are: accomplished diagnoses and shared with teachers, meeting summaries, activities sequences with photographs and photographic documentation produced for the exhibition held at CEU Parelheiros in November 2013 and an exhibition of the proposals made by the teachers with the children.