Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-26Bitstream added on 2014-06-13T19:17:02Z : No. of bitstreams: 1 mariano_ml_me_bauru.pdf: 2764007 bytes, checksum: 5f3cfca00231b2aee0cb45f865d59e85 (MD5) / Diante da importância das relações interpessoais de professores e alunos no contexto escolar e da necessidade de intervir nos problemas de comportamento, buscou-se descrever, analisar e discutir práticas educativas e comportamentos infantis nesse contexto. Assim, este estudo tem como objetivo descrever a prática educativa do professor em lidar com o repertório infantil, considerando crianças com ou sem problemas de comportamento. Para tanto, realizou-se pesquisa de campo descritiva com abordagem quanti-qualitativa dos dados. Participaram desta pesquisa 16 professoras que indicaram 16 alunos com problemas de comportamento e 16 sem esses problemas, frequentando o 1º ano do Ensino Fundamental. Foram utilizados três instrumentos de investigação: Habilidades sociais educativas do professor (RE-HSE-PR), que investigam frequencia e qualidade de HSE, além de variáveis de contexto; TRF (6-18) para identificar/confirmar os alunnos com problemas de comportamento mediante escores considerados clínico e não clínico. E, por último, o Questionário de Respostas Socialmente Habilidosas para Professores (QRSH-PR), para descrever habilidades sociais das crianças. Os resultados confirmam parte das hipóteses do estudo, pois as professoras parecem reforçar comportamentos inadequados, mesmo que em suas práticas eduticativas apresentem comportamentos habilidosos, no entando, não houve diminuição dos problemas de comportamento dos alunos. A habilidade de maior expressividade na prática do professor refere-se ao fato de se comunicar; trata-se de uma prática pedagógica satisfatória, porém, apresentada de forma diferenciada para ambos os grupos. Nesse sentido, para o grupo clínico, dá-se maior ênfase à conversa sobre o comportamento inadequado dop aluno e, para o grupo não clínico, estende-se para conversas relacionados a temas diversos e pessoais. / Given the importance of interpersonal relationships of teachers and students in the scholl context and the need to intervene in behavioral problems, we sought to describe, analyze and discuss educational practices and child behavior in this context. Thus, thi study aims to describe the educational practice of teachers in dealing with the repertoire for children, considering children with and without behavior problems. To this end, we carried out field research approach with descriptive qualitative and quantitative data. 16 teachers participated in this survey indicated that 16 students with behavioral problems and 16 without these problems, attending the first grade of elementary school. We used three research instruments; Social skiççs education teacher (RE-HSE-PR), who investigate the frequency and quality of HSE, and context variables; TRF (6-18) to identify / confirm students with behavior problems scores considered by clinical and non clinical. And lastly, the Socially Savvy Quiz Answers to Teachers (QRSH-PR), to describe social skills of children. The results confirm some of the hypotheses of the study, because the teachers seem to reinforce bad behavior, even in their educational practices have skilled behavior, however, there was no decrease in behavior problems of students. The ability to increase the expressiveness of the teacher in practice refers to the fact communicate, it is a satisfactory practice teaching, but presented differently for both groups. Accordingly, for the clinical group, there is greater emphasis on conversation about the student's inappropriate behavior, and for non-patients, extends to discussions related to various topics and personal. This exercise identified that teachers practice differentiated between students who have behavior problems and those who do not have them and even they are savvy, they are proposing on the combined behavior.

Orientador: Alessandra Turini Bolsoni-Silva / Banca: Tânia Maria Santana de Rose / Banca: Lucia Pereira Leite / Resumo: Diante da importância das relações interpessoais de professores e alunos no contexto escolar e da necessidade de intervir nos problemas de comportamento, buscou-se descrever, analisar e discutir práticas educativas e comportamentos infantis nesse contexto. Assim, este estudo tem como objetivo descrever a prática educativa do professor em lidar com o repertório infantil, considerando crianças com ou sem problemas de comportamento. Para tanto, realizou-se pesquisa de campo descritiva com abordagem quanti-qualitativa dos dados. Participaram desta pesquisa 16 professoras que indicaram 16 alunos com problemas de comportamento e 16 sem esses problemas, frequentando o 1º ano do Ensino Fundamental. Foram utilizados três instrumentos de investigação: Habilidades sociais educativas do professor (RE-HSE-PR), que investigam frequencia e qualidade de HSE, além de variáveis de contexto; TRF (6-18) para identificar/confirmar os alunnos com problemas de comportamento mediante escores considerados clínico e não clínico. E, por último, o Questionário de Respostas Socialmente Habilidosas para Professores (QRSH-PR), para descrever habilidades sociais das crianças. Os resultados confirmam parte das hipóteses do estudo, pois as professoras parecem reforçar comportamentos inadequados, mesmo que em suas práticas eduticativas apresentem comportamentos habilidosos, no entando, não houve diminuição dos problemas de comportamento dos alunos. A habilidade de maior expressividade na prática do professor refere-se ao fato de se comunicar; trata-se de uma prática pedagógica satisfatória, porém, apresentada de forma diferenciada para ambos os grupos. Nesse sentido, para o grupo clínico, dá-se maior ênfase à conversa sobre o comportamento inadequado dop aluno e, para o grupo não clínico, estende-se para conversas relacionados a temas diversos e pessoais. / Abstract: Given the importance of interpersonal relationships of teachers and students in the scholl context and the need to intervene in behavioral problems, we sought to describe, analyze and discuss educational practices and child behavior in this context. Thus, thi study aims to describe the educational practice of teachers in dealing with the repertoire for children, considering children with and without behavior problems. To this end, we carried out field research approach with descriptive qualitative and quantitative data. 16 teachers participated in this survey indicated that 16 students with behavioral problems and 16 without these problems, attending the first grade of elementary school. We used three research instruments; Social skiççs education teacher (RE-HSE-PR), who investigate the frequency and quality of HSE, and context variables; TRF (6-18) to identify / confirm students with behavior problems scores considered by clinical and non clinical. And lastly, the Socially Savvy Quiz Answers to Teachers (QRSH-PR), to describe social skills of children. The results confirm some of the hypotheses of the study, because the teachers seem to reinforce bad behavior, even in their educational practices have skilled behavior, however, there was no decrease in behavior problems of students. The ability to increase the expressiveness of the teacher in practice refers to the fact communicate, it is a satisfactory practice teaching, but presented differently for both groups. Accordingly, for the clinical group, there is greater emphasis on conversation about the student's inappropriate behavior, and for non-patients, extends to discussions related to various topics and personal. This exercise identified that teachers practice differentiated between students who have behavior problems and those who do not have them and even they are savvy, they are proposing on the combined behavior. / Mestre

Darbo tikslas: atskleisti socialinio darbuotojo vaidmenis, ugdant vaikų, gyvenančių NVGN “Vilniaus SOS vaikų kaimas“ socialinius įgūdžius. Uždaviniai: Išnagrinėti socialinių darbuotojų vaidmenys ir vaikų socialinių įgūdžių raišką mokslinėje literatūroje. Išanalizuoti NVGN „Vilniaus SOS vaikų kaimo“ socialinių įgūdžių ugdymo praktiką. Atskleisti socialinių darbuotojų vaidmenis, jų raišką NVGN „Vilniaus SOS vaikų kaime“ ugdant vaikų socialinius įgūdžius. Tyrimu buvo siekta atskleisti/nustatyti socialiniu darbuotoju vaidmenis SOS vaikų kaime, ugdant globotinių socialinius įgūdžius. Siekiant darbo tikslo buvo tirta NVGN „Vilniaus SOS vaikų kaime“ gyvenantys 10 – 15 m. amžiaus globotiniai (29 ), globos namuose dirbantys socialiniai darbuotojai (11). Tokia imtis pasirinkta pagal tokio amžiaus vaikų skaičių įstaigoje, ir jis padės išsiaiškinti bendras vaikų reprezentatyvines nuostatas. Tyrime dalyvaujančių socialinių darbuotojų skaičių lėmė įstaigoje dirbančių socialinių darbuotojų skaičius. Tokiu būdu, siekiama įtraukti į tyrimą tiek socialinius darbuotojus, tiek vaikus. Šie tyrimo metodai pasirinkti todėl, kad: kiekybinis (vaikų) - išsiaiškinti bendras vaikų nuostatas, požiūrį, tarpasmeninių santykių su darbuotojais tendencijas bei jų lūkesčius į darbuotojus; socialinių darbuotojų pusiau struktūruotas interviu – kokybinis tyrimas, pasirinktas tikslu išsiaiškinti šios grupės požiūrį į socialinį darbą, nuostatas ir vaidmenų suvokimą, socialinio ugdymo turinį bei svarbą ugdomojo... [toliau žr. visą tekstą] / The aim of this study is to reveal the social worker's role in raising children living in non-governmental foster care home „NVGN Vilnius SOS Children's Village“ social skills. There were raised three tasks: 1. To study the scientific literature and examine roles of social workers and children's social skills. 2. To analyse social skills training practice in „NVGN Vilnius SOS Children's Village“. 3. To reveal the roles of social workers in developing children's social skills, and to so see how these roles display in „NVGN Vilnius SOS Children's Village". The study was aimed to determine the role of social worker in developing the social skills of foster children in the „SOS children's village“. For this purpose 29 at the age of 10 – 15 years old foster children and 11 social workers of „NVGN Vilnius SOS Children's Village“ were investigated. This match of participants was taken according to the number of this age children and the number of workers in „Vilnius SOS Children's Village“ and was find enough to reflect the main tendencies of institution. There were chosen two methods for this study – quantitative and qualitative. The quantitative method was used to investigate foster children attitudes, interpersonal relationships with employees, their expectations to the staff. The qualitative method was used as a semi-structured interview to clarify social workers attitude to social work, the perception of social role, the attitude to the content of social education and... [to full text]