Children{\crq}s home is a facility where children whose parents cannot or will not care for them are placed. It provides care whose purpose is to ensure everything a child needs for good development in an environment that tries to be as close as possible to a family. Children are placed in a children{\crq}s home mostly on the basis on a court ruling. A child{\crq}s social situation is, in the context of the work, understood as a situation and circumstances when it is necessary to provide a child with protection or help based on the act on social and legal protection of children, in particular situations that lead to the ordering of institutional care. The aim of this work is to map in more detail what role a children{\crq}s home plays when dealing with a child{\crq}s social situation. The data were obtained as a part of quantitative research whose aim was to verify or refute the set hypotheses. The method of asking questions, interview technique, was chosen for data gathering. Three hypotheses were set as a part of the research part.

Made available in DSpace on 2014-07-29T15:13:41Z (GMT). No. of bitstreams: 1 dissertacaodenise.pdf: 1448047 bytes, checksum: 995a2779a0af3816135d096fb57bae2f (MD5) Previous issue date: 2006-10-30 / This research set out to study the meaning and significance of childhood, family and crèche for educators and family members of children attending a philanthropic institute in the southern region of Goiânia. In order to carry out this investigation, the socio-historical-dialectical method was used to study the phenomena of the concrete reality, in ongoing relationships with other phenomena, which are formed in the contradictions of antagonistic forces of movement and transformation. The unfolding of the social reality from a perspective of wholeness requires work of appropriation, organization and exposition of the facts, in which the target is the thought-out concrete reality. This theoretical appropriation involves the exercise of critical interpretation and evaluation of the facts, as a fundamental prerequisite for dialectic thinking. As a result of this epistemological stance, a qualitative approach was proposed for the investigative process and for the treatment of information. To arrive at these, semi-structured interviews were used, in which the subjects co-participants of the research process were able to express their opinions freely about the proposed themes, in order to allow for a broader understanding of the object under investigation. Working from these theoretical methodological presuppositions, an effort was made to understand the different meanings which family members and educators build around the role of the family and crèche, in caring and educating in the early years of childhood. In the analysis of the speech of the subjects, an understanding was sought of the meanings attributed to childhood: those connected to an idealized and naturalized conception of the child or those which permit an understanding of them as social subjects, involved in the concrete reality of social relationships. As well as that, it was hoped to grasp the conception of education, through analyzing the meaning attributed to the family and crèche in the social task of caring for and educating children from birth to the age of three. At different moments throughout this analytical process, it was possible to detail the meaning which the subjects attributed to the proposed themes and relate the similarities and differences between the constructed meanings, in their individual and social journeys. Meaning is understood as the most stable dimension of the word, but only one of the meaning zones which it acquires in the context of a discourse. Meaning is the sum of all the psychological factors which a word provokes in the conscience. It is the most singular aspect of the subject. Even though this distinction is adopted, the concepts of significance and meaning are understood as inseparable in the awareness of the subject, in his/her concrete involvement in life. These two dimensions in the process of meaning express the singularity and universality of social life in which the subject is, at the same time, product and producer. Thus, in this study, meaning and significance were analyzed at the same time, in the search for an understanding of the dialectic between the two. However, preference was given to the analysis of significance in order to make a comparison possible between two groups of interlocutors: family members and educators. The organizing plank of this investigation was the family, understood both as the milieu and as the social group, made up of people who assume different roles, and live out complex affective exchanges. They construct and reconstruct their understanding of the world and of themselves, mutually influencing each other to the extent that they are organized to satisfy individual and group necessities. Their involvement in the educational milieu of the crèche by means of the child provokes a construction of meanings and significance permeated by conflict and tensions in the social group. / A presente pesquisa tem como objeto de estudo os sentidos e significados de infância, família e creche atribuídos por educadoras e familiares de crianças atendidas por uma creche filantrópica da região sul de Goiânia. Para empreender esta tarefa investigativa, optou-se pelo método sócio-histórico-dialético, que estuda os fenômenos da realidade concreta em permanente articulação com outros fenômenos, constituídos nas relações de contradições entre forças antagônicas, de movimento e transformação. Foi necessário, para tanto, retomarmos a leitura dos clássicos que contribuíram para a construção da concepção dialética de mundo e de homem que orientam essa opção metodológica: Marx (1985 e 1980), Marx e Engels (2005), Gramsci (1987), Kosik (1986), Vasquez (1986), Wallon (1981, 1975), bem como seus interpretes mais recentes: Barbosa (1997), Barbosa, Magalhães e Alves(2003), Rey (2003 e 1997), Andery (2000), Ianni (1985), Carone (1984), Frigotto (1989), Gamboa (1989), dentre outros. Como decorrência desta postura epistemológica, propôs-se uma abordagem qualitativa, no processo investigativo e no tratamento das informações. Na obtenção dessas, optou-se pela entrevista semi-aberta, em que os sujeitos - co-participantes - do processo de pesquisa puderam manifestar livremente suas opiniões sobre os temas propostos, a fim de possibilitar uma compreensão mais ampla do objeto investigado. Na análise das falas dos sujeitos, buscou-se compreender que significados são atribuídos à infância: aqueles ligados a uma concepção idealizada e naturalizada de criança ou aqueles que permitem compreendê-la como sujeito social, inserido na realidade concreta das relações sociais. Além disso, pretendeu-se captar a concepção de educação, analisando o significado atribuído à família e à creche na tarefa social de cuidar e educar as crianças na idade de zero a três anos. Neste processo de análise, em vários momentos, foi possível explicitar os sentidos que os sujeitos atribuíam aos temas propostos e relacionar as semelhanças e diferenças entre os significados construídos, em suas trajetórias individuais e sociais. Para tanto, partiu-se do referencial teórico de Vygotsky (2001, 1989, 1987) e Bakhtin (1999). O eixo articulador desta investigação foi a família, compreendida como meio e como grupo social, constituído por sujeitos, que assumem determinados papéis, vivenciam complexas trocas afetivas, constroem e reconstroem sua compreensão de mundo e de si mesmas, influenciando-se mutuamente, na medida em que se articulam para a satisfação das necessidades individuais e do grupo. Sua inserção, por meio da criança, no ambiente educativo da creche provoca no grupo social a construção de sentidos e significados permeados por conflitos e tensões.

This thesis deals with the education of children after a separation of their parents. It focuses on the fact how the parents handle education of children even after such a difficult situation that all the family members have passed. The theoretical part is divided into five main chapters. This part focuses on family, education and family problems arising in connection with the disintegration of the family. The practical part of the thesis deals with the research itself. Interview and document analysis were chosen as the main research methods. Interview was conducted with parents with underage children. The interview was focused on coping of the situation in the family after the parents' separation, how separation of parents can impact the further development of minor children, child behavioral problems at school or at home. Subsequently, an evaluation of the above materials was made.

(in English) The design of the research pedagogical project deals with the way of raising children in families where the mother has university degree in education and in families where the parents do not have an education degree or teaching practice. The work focuses on discoverin differences in the upbringing of children in the sample families. The thesis is divided into two parts. The theoretical part includes definitons of key terms, characteristics of parental upbringing and educational styles. Firtstly, the work is focused on the issues of education from the point of view of the family, followed by characteristics of the teacher, his personality, typology of teaching styles, pedagogical skills and professional competence. The empirical part summarizes the outcomes of the qualitative research. Klíčová slova (anglicky): education, family, styles of education, respect, punishment, the aims of education, teacher's personality

This diploma thesis deals with problematics of sexual education at primary schools. Its aim is to make an overview of the problematics concerning two chosen primary schools, find out about their attitude towards this field and try to analyse real needs of pupils attending them. This diploma thesis is divided into theoretical and practical parts. The theoretical part deals with a term of sexual education and its importance in modern society. Other chapters emphasize sexual education in families, at schools and their participation in curricular documents. The practical part deals with a research of real conditions of sexual education at two already chosen primary schools and it tries to find out about these schools' attitudes towards the problematics. It also tries to find out about real needs of pupils in this area and about their knowledge of sexual education not only from their school's point of view, but also that of their families.

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)

Esta dissertação assumiu como objetivo, estudar o cuidado entre os irmãos, analisando teoricamente a qualidade desse cuidado e suas repercussões para os sujeitos envolvidos. Sabemos que as exigências do mundo contemporâneo contribuíram para o afastamento dos pais do viver cotidiano dos seus filhos. Desse modo, muitas famílias têm dificuldades de encontrar uma rede de apoio capaz de proporcionar suporte físico e emocional adequado para as crianças. Percebemos que a responsabilidade de cuidar dessas crianças, muitas vezes recai sobre um dos filhos ainda também criança ou adolescente. Sendo esta uma realidade recorrente de organização nas famílias hoje, faz-se imprescindível que lancemos um olhar atento sobre as repercussões dessa relação. Para tanto, faremos uso de um estudo qualitativo, de natureza bibliográfica, tendo as teorizações de Winnicott e Figueiredo como principais norteadores. Constatamos que o cuidado entre irmãos pode ser uma experiência enriquecedora e criativa para a vida familiar, quando baseada na expressão viva de si mesmo e na aceitação do gesto espontâneo do outro. Desse modo, cuidador e cuidado podem sustentar suas próprias vitalidades mutuamente, amadurecendo juntos nessa experiência. Esperamos que o presente trabalho possa contribuir para o desenvolvimento da literatura ainda incipiente acerca do tema, oferecendo também, subsídios aos profissionais que trabalham com famílias, crianças e adolescentes em diferentes contextos, em especial na clínica.

Made available in DSpace on 2017-06-01T18:29:22Z (GMT). No. of bitstreams: 1 renato_marin_crespo.pdf: 500231 bytes, checksum: 1de62de9c813106372ceeff2c713a8ee (MD5) Previous issue date: 2013-07-04 / Esta dissertação assumiu como objetivo, estudar o cuidado entre os irmãos, analisando teoricamente a qualidade desse cuidado e suas repercussões para os sujeitos envolvidos. Sabemos que as exigências do mundo contemporâneo contribuíram para o afastamento dos pais do viver cotidiano dos seus filhos. Desse modo, muitas famílias têm dificuldades de encontrar uma rede de apoio capaz de proporcionar suporte físico e emocional adequado para as crianças. Percebemos que a responsabilidade de cuidar dessas crianças, muitas vezes recai sobre um dos filhos ainda também criança ou adolescente. Sendo esta uma realidade recorrente de organização nas famílias hoje, faz-se imprescindível que lancemos um olhar atento sobre as repercussões dessa relação. Para tanto, faremos uso de um estudo qualitativo, de natureza bibliográfica, tendo as teorizações de Winnicott e Figueiredo como principais norteadores. Constatamos que o cuidado entre irmãos pode ser uma experiência enriquecedora e criativa para a vida familiar, quando baseada na expressão viva de si mesmo e na aceitação do gesto espontâneo do outro. Desse modo, cuidador e cuidado podem sustentar suas próprias vitalidades mutuamente, amadurecendo juntos nessa experiência. Esperamos que o presente trabalho possa contribuir para o desenvolvimento da literatura ainda incipiente acerca do tema, oferecendo também, subsídios aos profissionais que trabalham com famílias, crianças e adolescentes em diferentes contextos, em especial na clínica.