Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-30Bitstream added on 2014-06-13T19:21:08Z : No. of bitstreams: 1 mondin_emc_dr_mar.pdf: 919280 bytes, checksum: a06c8f5838cedec60edea9fbece94f13 (MD5) / A educação infantil desenvolve-se com três personagens: a criança, a família e professores. As atividades pré-escolares não podem desenvolver-se à margem da família, que por sua vez, está em contextos mais amplos, cujas influências devem ser consideradas (visão ecológica). Com base em um referencial sistêmico derivado das idéias de Bronfenbrenner, elaborou-se uma perspectiva teórico-metodológica para investigar as interações de crianças pré-escolares nos contextos familiar e pré-escolar. Nesta abordagem, a tarefa de fornecer uma rede de apoio para repensar a efetividade do lar como um contexto onde haja a identificação precoce e tratamento de problemas sociais e emocionais de pais e crianças constitui-se em um imperativo da maior importância. O presente relato de pesquisa Contexto e Comportamento: Definindo as interações na família e na pré-escola foi desenvolvida num enfoque ecológico-comportamental, utilizando-se da observação, da entrevista e da ficha de avaliação socieconômica das famílias. A análise de dados resultantes desses instrumentos utilizados, com base em uma revisão literária ofereceu pistas para a discussão e conclusões a respeito de propostas educacionais da educação infantil que favoreçam o desenvolvimento da criança nos microssistema familiar e pré-escolar. / The infant education develops itself with three characters: the child, the family and the teachers. The pre-school activities cannot develop themselves with the family that is inserted in wider contexts whose influences must be considered (ecological view). With basis on a derived systemic of Branfenbrenner's ideas, a methodological perspective of theory was elaborated to investigate the interactions of pre-school children in the familiar and pre-school contexts. In this research, the task of providing a supporting net to think over the effectiveness of the home as a context where there is the early identification and treatment of social and economic matters of parents and children constitutes in an imperative of a great importance. The present research Context and Behavior: Defining the Interactions in the Family and Pre-school was developed in an ecological behavioral focus using the observation, the interview and the social economic evaluation records of the families. This analysis of data, resulting from these used instruments with the basis on a literary review, offered us cues to a discussion and conclusion about the educational proposals of the infant education that has permitted the development of the child in the familiar and pre-school contexts.

Orientador: Eloisa de Mattos Hofling / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T19:03:50Z (GMT). No. of bitstreams: 1 Ferreira_MariaLucia_M.pdf: 2860023 bytes, checksum: 01703e670849d60d1ba84623cc207890 (MD5) Previous issue date: 2009 / Resumo: O presente estudo analisou a Política de integração escola-comunidade a partir das diretrizes do Programa Escola da Família, e suas ações práticas numa escola da periferia de uma cidade de médio porte do Estado de São Paulo; confrontou os dados com as falas da comunidade local. Para tanto, utilizou um referencial teórico que ajudou a entender as direções políticas nos eixos participação e descentralização, a partir dos anos 90, abarcando importantes decisões no contexto educacional. Este movimento envolveu importantes decisões por toda a América Latina. O estudo possibilitou-nos a compreensão da fundamentação teórica da Cultura de Paz, delineando as correntes contemporâneas. Com este impulso, o Programa Escola da Família foi colocado, em relação a escola, como co-responsável na manutenção das atividades extracurriculares, direcionadas ao movimento de construção de uma sociedade autosustentável, explicitada nas diretrizes da UNESCO quando se refere aos documentos elaborados pelas comissões: Faure (1972) e Delors (2001). A mudança de comportamento de uma sociedade passou a ser um pensamento universal à partir da criação de diretrizes para os países pobres e em desenvolvimento, que se materializou nos estados brasileiros por meio da proposta educacional para o século XXI, convocando, principalmente, a comunidade externa a assumir os problemas da educação por meio da abertura dos espaços escolares nos fins de semana. O material empírico desta pesquisa mostrou que os desencontros entre o real e o ideal de relações humanas ainda são fatores a serem revistos. Mostra também que tanto os discursos oficiais quanto os da sociedade, em geral, apontam para um esvaziamento de significados, invertendo questões importantes como responsabilidade, cooperação, ética e casos de desajustamento em conseqüência do que há de perverso nos serviços prestados, ainda que no fazer das relações humanas estas sejam compreendidas na escola como reflexo da sociedade em um círculo vicioso. / Abstract: The present study has analysed the school-community integration policy based on the guidelines of the program Escola da Família, and its practical actions in a suburban school of a middle-size city in the State of São Paulo; has also confronted the data with the local community speech. For that, it has been used a theoretical reference which supported the understanding of the political directions in the lines of participation and decentralization, from the 90's on, embracing important decisions in the educational context. This movement has involved important decisions all over Latin America. The study has made possible the comprehension of the theoretical basis of Culture of Peace delineating the contemporary tendencies. With this impulse, the Family Program School has been set, regarding to the school, as the co-responsible for the maintenance of extra-class activities, directed to the effort of constructing a self sustainable society, expressed in the guidelines of UNESCO, when it refers to the documents elaborated by the committees: Faure (1972) e Delors (2001). The behavior change of a society has come to be a universal thought, come upon the creation of the guidelines to poor and under-development countries, which has been materialized in brazilian states through the educational proposal for the XXI century, convoking mainly the outside community to take over the education problems by opening the school premises on the weekends. The empirical material of this research has showed that the divergencies between real and ideal in human relations are still factors to be revised. It also shows that as much as the official speeches, the society ones, in general, also point to an emptying of meaning, inverting important issues such as responsibility, cooperation, ethics, and cases of misadjustment, due to the perversity within the services rendered, despite the current idea in schools that human relations are a reflection of the society, in a vicious circle. / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

The diploma thesis entitled Forms and methods of cooperation with parents is focused on distance learning in the 1st year of elementary school. It represents a method of teaching that was established in March 2020 in connection with the covid-19 pandemics. During the new school year 2020/21, this form de facto became the main educational form. The aim of the diploma thesis is to describe the positives and difficulties of distance learning and its specifics in a broader context, especially in terms of methods and forms applied within the cooperation with the family. It is a dynamic material that monitors a longer period of time, and so in connection with the circumstances, the main topic has changed. The work was expanded in a sense of describing the progress in the way of education during the re-closing of schools, thus reflecting the satisfaction or dissatisfaction of parents with the teaching forms and, except for the first year, it also describes the major part of the second year. The theoretical part is focused on three key areas. First, it characterizes distance education, then focuses on the period of entry of the first-graders and, aims to establish suitable ways of communication between the school, family and pupils. The empirical part finds out in several ways whether the school was again...

The diploma thesis deals with the topic of communication with parents during distance learning. It views this issue from the perspective of teachers and families. It summarizes the specifics of this unusual situation and provides recommendations on how to better manage it. The theoretical part is based on literature and it explains the importance of communication between teachers and parents. The main actors are characterized in this part. It summarizes the rules of respect and also talks about cooperation between both sides. It brings tips on how to involve parents in the education of their children. It deals with distance learning and its obstacles from the perspective of teachers and parents. The practical part focuses on the experience of first-level teachers. The aim is to map the ways of communication and involvement of parents in distance learning. The open coding technique allows in-depth analysis of interviews with teachers. It provides recommendations for communication during distance learning. It describes the specific experience of teachers and the solutions of potential problems.

TITLE: Efficiency Consulting Care for Children with Behavior Disorders. The Evaluation of Multisystem Model of Indicated Prevention Implemented in the Pedagogical - Psychological Counseling Center in Prague 6. AUTHOR: PhDr. Mgr. Veronika Pavlas Martanová DEPARTMENT: Department of Psychology SUPERVISOR: PhDr. Lidmila Valentová CSc. This thesis discusses various options for working with children with specific behavioral disorders (ADHD, ADD, PCH). In the theoretical part, the author deals with child psychotherapy and its effectiveness in general, follows the development of research about this topic to be subsequently focused on the treatment of specific disorders in behavior and attention. Summarizes the available foreign studies of treatment effectiveness of these problems and monitors this issue also in the Czech educational - psychological counseling. The theoretical part ends with the text describing the possibilities of evaluation in counseling, which prepares the reader to a gradual shift to the practical part. In the practical part of this thesis is quantitatively and qualitatively evaluated multisystemic therapy model that is implemented in the seven years of PPP Prague 6. Evaluation includes his two-years. The model is described in detail in the work so that it can serve as a practical...

This thesis deals with the forms of cooperation between parents and nursery school. The theoretical part focuses on family and school as educational institutions, their definition, historical development and the related current trends in cooperation between them. It defines the forms of cooperation in the core curriculum and is looking for inspiring elements of this strategy and cooperation in innovative educational programs, "Step by Step" and "Health Promoting Schools" The empiric part presents the research that focuses on development cooperation nursery schools and families. The research was conducted at the Prague kindergarten Šestajovická. Inform the process of improving cooperation based on innovative teaching programs, "Step by Step" and "Health Promoting Schools"

(in English) In the text of this diploma thesis, the author deals with the realization of healthy lifestyle education within the family and the school. Firstly, this thesis sorts accessible information about health and a healthy lifestyle. It looks into the family and school environments, their interaction, and the possibilities to a healthy lifestyle. It describes the main principles of the "Healthy School" program, a health support program, in the following areas: environment, healthy teaching and learning, and open partnership. The aim of the thesis was to determine whether the elementary school Lesní in Liberec still employs the Healthy School program, which it has been involved in since 2002, for its healthy lifestyle teaching. Structured observation via observation sheets, in-depth interview and school documents analysis were used in the case study. The findings are stated in the practical part of the thesis which brings a real perspective on the healthy lifestyle education on the particular school and the issues that may be connected with it.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2019-03-18T19:01:30Z No. of bitstreams: 1 Cristiane Lino Zoadelli.pdf: 5659968 bytes, checksum: 634c13f626e3c6813e5bdc635a660115 (MD5) / Made available in DSpace on 2019-03-18T19:01:30Z (GMT). No. of bitstreams: 1 Cristiane Lino Zoadelli.pdf: 5659968 bytes, checksum: 634c13f626e3c6813e5bdc635a660115 (MD5) Previous issue date: 2018-12-12 / This intervention-research seeks to answer the following questions: How does the pre-school teacher conduct parent-teacher conference? What are the perceptions about parent-teacher conferences conducted by the pre-school teacher and possible ways to address them? What do mothers say about and propose for the conferences? Its main objective is to analyze how the parent-teacher conference is conducted in a kindergarten school. As specific objectives we highlight the following: observe how pre-school teachers conduct parent-teacher conferences; discuss with teachers our insights about parent-teacher conference conducted by the pre-school teacher and possible ways to address them; verify and analyze the participation of families and what mothers say about and propose for the conference. The hypothesis is that pre-school teachers, despite knowing the importance of family in the school, most of them conduct parent-teacher conference in an authoritarian, unilateral manner and do not make room for dialogue with families and their contributions. The research universe is a municipal public school for children's education, located in the city of São Bernardo do Campo, metropolitan region of the state of São Paulo. The subjects are a teacher, who teaches in kindergarten with children from 3 to 4 years of age and two mothers. The methodology used is qualitative of the intervention type based on action research from the action-reflection-action perspective proposed by Paulo Freire and the instruments of data collection are observation of the conferences conducted by the teacher, semi-structured interviews with the mothers and subsequent dialogue between that teacher and those mothers. To support childhood education category, we use the following authors: Kramer, Oliveira; to support the category family and school, we refer to Szymanski, Freire. Finally, to base the category of parenting we use the ideas of Althuon, Essle, Stoeber and Galluzzi. It is concluded that the parent-teacher conferences in the nursery school can be moments of exchange between school and families. All the mothers, through interviews, revealed how important was the active participation and contribution of family, both in the improvement of the parents' conference and in the pedagogical work done with children. One of the mothers suggested that the name of the parent-teacher conference should be changed to family conferences, since there are other children’s caregivers, such as grandparents and older siblings. We found it to be indispensable, the fact that teachers have been looking forward to the changes, the innovation and making room for effective dialogue between schools and families can happen democratically. / Esta investigación-intervención busca responder a las siguientes preguntas: ¿De qué forma la profesora de educación infantil conduce las reuniones de padres? ¿Cuáles son las percepciones sobre las reuniones de padres conducidas por la profesora de educación infantil y posibles formas de encaminarlas? ¿Qué dicen las madres y qué proponen sobre y para las reuniones? Tiene por objetivo general analizar cómo se lleva a cabo la reunión de padres en una escuela de educación infantil. Como objetivos específicos aclaramos los siguientes: observar de qué forma los profesores de educación infantil conducen las reuniones de padres; discutir con los profesores nuestras percepciones sobre las reuniones de padres conducidas por la profesora de la educación infantil y posibles formas de encaminarlas; verificar y analizar la participación de las familias y lo que las madres dicen y proponen sobre y para las reuniones. La hipótesis es que los profesores de educación infantil, a pesar de saber de la importancia de la familia en la escuela, en su mayoría, conducen las reuniones de padres de forma autoritaria, unilateral y no abren espacio para el diálogo con las familias y sus contribuciones. El universo de la investigación es una escuela pública municipal de educación infantil, ubicada en la ciudad de São Bernardo do Campo, región metropolitana del estado de São Paulo. Los individuos son, una profesora, se enseñanza infantil de niños entre 3 y 4 años de edad y dos madres. La metodología utilizada es de cuño cualitativo del tipo intervención pautada en la investigación-acción en la perspectiva de la acción-reflexión-acción propuesta por Paulo Freire y los instrumentos de recolección de datos son observación de las reuniones conducidas por la profesora, entrevistas media estructuradas con las madres y posterior diálogo con la profesora y con las madres. Para fundamentar la categoría de educación infantil, utilizamos los siguientes autores: Kramer, Oliveira; para fundamentar la categoría relación familia y escuela, recurrimos a Szymanski, Freire. Por fin, para fundamentar la categoría reunión de padres usamos las ideas de Althuon, Essle, Stoeber y Galluzzi. Se concluye que las reuniones de padres en la escuela de educación infantil, pueden constituir momentos de intercambio entre la escuela y las familias. Las madres, a través de entrevistas revelaron la importancia de la participación y contribución activa de los familiares, tanto en el perfeccionamiento de las reuniones de padres, como en el trabajo pedagógico, elaborado junto a los niños. Una de las madres sugirió que el nombre de reunión de padres se cambie a reunión de familias, ya que hay otros cuidadores de los niños, como abuelos y hermanos mayores. Constatamos que es imprescindible el hecho de que los (as) profesores (as) estén dispuestos a los cambios, al nuevo, a abrir espacio para que el efectivo diálogo entre escuela y familia ocurra democráticamente. / Esta pesquisa-intervenção busca responder as seguintes perguntas: De que forma a professora de educação infantil conduz as reuniões de pais? Quais as percepções sobre as reuniões de pais conduzidas pela professora de educação infantil e possíveis formas de encaminhá-las? O que as mães dizem e propõem sobre e para as reuniões? Tem por objetivo geral analisar como é conduzida a reunião de pais em uma escola de educação infantil. Como objetivos específicos elencamos os seguintes: observar de que forma os professores de educação infantil conduzem as reuniões de pais; discutir com os professores nossas percepções sobre as reuniões de pais conduzidas pela professora da educação infantil e possíveis formas de encaminhá-las; verificar e analisar a participação das famílias e o que as mães dizem e propõem sobre e para as reuniões. A hipótese é a de que os professores de educação infantil, apesar de saberem da importância da família na escola, em sua maioria, conduzem as reuniões de pais de forma autoritária, unilateral e não abrem espaço para o diálogo com as famílias e suas contribuições. O universo da pesquisa é uma escola pública municipal de educação infantil, localizada na cidade de São Bernardo do Campo, região metropolitana do estado de São Paulo. Os sujeitos são uma professora, que leciona na educação infantil com crianças de 3 a 4 anos de idade e duas mães. A metodologia utilizada é de cunho qualitativo do tipo intervenção pautada na pesquisa-ação na perspectiva da ação-reflexão-ação proposta por Paulo Freire e os instrumentos de coleta de dados são observação das reuniões conduzidas pela professora, entrevistas semiestruturadas com as mães e posterior diálogo com a professora e com as mães. Para fundamentar a categoria educação infantil, utilizamos os seguintes autores: Kramer, Oliveira; para fundamentar a categoria relação família e escola, recorremos a Szymanski, Freire. Por fim, para fundamentar a categoria reunião de pais usamos as ideias de Althuon, Essle, Stoeber e Galluzzi. Conclui-se que as reuniões de pais na escola de educação infantil, podem constituir momentos de troca entre a escola e as famílias. As mães, por meio de entrevistas, revelaram a importância da participação e da contribuição ativa dos familiares, tanto no aprimoramento das reuniões de pais, quanto no trabalho pedagógico, elaborado junto às crianças. Uma das mães sugeriu que o nome reunião de pais fosse alterado para reunião de famílias, uma vez que há presença de outros cuidadores dos pequenos, como avós e irmãos mais velhos. Constatamos ser imprescindível, o fato de os/as professores/as estarem dispostos/as às mudanças, ao novo, a abrir espaço para que o efetivo diálogo entre escola e família aconteça democraticamente.

Made available in DSpace on 2016-04-28T20:57:17Z (GMT). No. of bitstreams: 1 Nivia Caratin Fernandes.pdf: 487303 bytes, checksum: e2720e465b547780a98186108d18050d (MD5) Previous issue date: 2007-10-24 / The objective of this work is to study how fathers or other responsible male peer perceive their participation in the schooling of their children and in the activities promoted by the school. The context in case is a school situated at a poor peripheral neighborhood of São Paulo. The theoretical basis are Paulo Freire's dialogical approach and Daniel Thin and Bernard Lahire's contribution on the relationship between low income families and school. This work also includes a literature review on themes such as 'Family as a social and historic phenomenon', 'The relationship between school and family', and 'The role of the father in the relationship between school and family'. Reflective interviews, as proposed by Szymanski, were done with 11 fathers or responsible male peer, in order to produce qualitative data. These were analyzed through hermeneutic method. After close readings of the interviews' transcriptions, units of meaning were identified and then regrouped into 'constellations', from which some themes were brought up for discussion. The themes are the following: 'The hardships of bringing the fathers to the interviews', the collecting data process being relevant data as well; 'The explanations fathers give for their low participation', their dissatisfaction with the way the school solves problems, not having themselves spare time due to excessive and irregular work hours, and several kinds of inhibitions; 'The gender issue', the sexist mentality does not recognize the different responsibilities between mother and father as being cultural, but as 'natural'; 'The inhibition', strongly associated with low selfesteem or to their social identity; 'The school director's key-role', his capacity to mobilize the community. The conclusion is that the feeling of dissatisfaction brought up in the relationship between school and father turns into a vicious cycle and becomes a structural problem. The teacher has a hard time managing difficult classes, he or she calls upon the father to deal with his child's behavior. The way the father does it is unsatisfactory for the teacher, who complains again. The father reprimands his child, who ends up with an even lower self-esteem. There is a contradiction inherent to some people working at the school: on the one hand, they complain on the father's low participation, on the other hand, they push him away through humiliation, by putting themselves in a dominant position and by revealing a preference for the mother's presence. Dealing with this issue cannot follow exclusively neither the schools logic, nor the teacher's expectations. Dialectic polarities are in place, therefore, the Paulo Freire's dialogical approach seems to be the most adequate. In this approach, contradictions and obstacles are dealt through dialog, being expressed, reflected upon and discussed in order to build a solution collectively. Key-words: dialogic approach, Father participation, Relationship between family and school, Lower classes and education, Paulo Freire / Este trabalho tem como objetivo aprofundar a compreensão sobre como os pais homens ou responsáveis compreendem a sua participação na escolarização de seus filhos e nas atividades promovidas pela escola. O contexto estudado foi o de uma escola de classe popular situada na periferia de São Paulo. O referencial teórico escolhido foi a abordagem dialógica de Paulo Freire e as contribuições de Daniel Thin e Bernard Lahire para a compreensão das relações entre famílias de classes populares e escola. Além das idéias de Freire, Thin e Lahire este trabalho contém uma revisão de literatura sobre os temas Família como fenômeno social e histórico, Relação família-escola, e O papel do pai-homem na relação famíliaescola. Desenvolveu-se uma pesquisa qualitativa na qual foram feitas entrevistas reflexivas, segundo a proposta de Szymanski, com 11 pais ou responsáveis. Para a análise, foi adotado o referencial hermenêutico. Por meio de imersões no texto de referência, foram identificadas unidades de significado que foram agrupadas em constelações, a partir das quais foram propostos alguns temas para discussão. São eles: As dificuldades de trazer os pais para as entrevistas o próprio processo de coleta de dados foi um dado relevante. As justificativas dos pais para a sua baixa participação insatisfação com a maneira de a escola resolver os problemas, pouca disponibilidade de tempo devido à longa e irregular jornada de trabalho, e diversas formas de inibição. A questão de gênero a mentalidade machista naturaliza as justificativas para a divisão de responsabilidades entre os pais. A inibição fortemente associada à autodesvalia ou a uma identidade social. O papel chave do diretor capacidade de mobilizar a comunidade. O círculo vicioso das insatisfações na relação pai-escola configura um problema estrutural professor tem dificuldade em conduzir classes problemáticas, convoca o pai para que mude o comportamento do filho; o que o pai faz não satisfaz o professor e recebe nova reclamação, o pai castiga o filho, e filho se sente cada vez mais desqualificado. Este problema revela uma contradição de alguns membros da escola: por um lado, há um discurso que reclama da pouca participação do pai, por outro lado, faz movimentos de expulsão do pai, por meio de humilhação, escuta na posição de dominante e sinais de que prefere a presença da mãe. O encaminhamento desse problema estrutural não pode ser feito segundo apenas a lógica da escola ou das expectativas do professor. Estão em jogo polaridades dialéticas, em que o referencial dialógico de Paulo Freire é especialmente adequado, pois propõe que as contradições e impasses sejam enfrentados por meio do diálogo, isto é, sejam expressos, refletidos, discutidos e que se construa coletivamente a superação

Made available in DSpace on 2016-04-28T20:58:04Z (GMT). No. of bitstreams: 1 Andrea Soares Wuo.pdf: 2261350 bytes, checksum: d6b452eae6fbaffb2aa82206aa03e7e7 (MD5) Previous issue date: 2009-10-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this research was to analyze the studies on the problems of adjustment/maladjustment in children in texts published in Revista de Psicologia Normal e Patológica (Journal of Normal and Pathological Psychology) - RPNP from the Institute of Psychology of PUC-SP - IPPUCSP (1955-1973). Based on the perspective of cultural history, 25 articles were analyzed regarding adjustment/maladjustment in children found in RPNP (1955-1973). Identified were (1) four types of maladjustment (physical, scholastic, emotional problems and delinquency) related to their determining factors (family, school, child intrinsic and environmental factors); (2) formulations of diagnosis and proposed solutions; (3) different ways of seeing the child, the family and the school, as well as the conceptions that arose in regard to maladjustment . Thereafter, three explanatory models of maladjustment were identified: the medical-affectionate-social, the psychosocial model and the dialectical model. The first one emphasizes the role of the family, based on the notion of affection for the production of maladjustments ; the second inserts social elements in explanations of maladjustment , such as prejudice and socioeconomic problems; the third model gives emphasis to the relational character in the quest to understand children in their multi-determinations. It was noticed the raise of conceptions about adjustment/maladjustment and child that consider the interaction between individual-social, taking into account the role of the other (family, school and the wider social environment) in children's development and production of adjustment/ maladjustment . Such analysis models showed that during the period studied (1955-1973), there were already notions which covered the relational dimension of the maladjustment , whereas the socio-cultural factors work in a dynamic relationship between the child and the environment / Esta pesquisa teve por objetivo analisar os estudos acerca dos problemas de ajustamento/desajustamento em crianças, em textos publicados na Revista de Psicologia Normal e Patológica - RPNP do Instituto de Psicologia da PUC-SP - IPPUCSP (1955- 1973). Com base na perspectiva da história cultural, foram analisados 25 artigos sobre ajustamento/desajustamento em crianças. Foram identificados: (1) quatro tipos de desajustamento (relacionados a problemas físicos, escolares, causados por carência afetiva e delinquência) a partir de seus fatores determinantes (família, escola, fatores intrínsecos à criança e fatores ambientais); (2) formulações sobre diagnóstico e propostas para sua solução; (3) diferentes modos de ver a criança, a família e a escola, bem como as concepções daí decorrentes para a explicação do dito desajustamento. A partir daí, foram identificados três modelos explicativos de desajustamento : os modelos médico-afetivosocial, psicossocial e dialético. O primeiro enfatiza o papel da família, com base na noção de afeto, na produção dos desajustamentos ; o segundo incorpora fatores de ordem social nas explicações sobre o desajustamento , como o preconceito e problemas socioeconômicos; o terceiro modelo dá ênfase ao caráter relacional do desajustamento como condição para a compreensão da criança em suas multideterminações. Percebeu-se a emergência de concepções de criança e de ajustamento/desajustamento que consideram a interação entre individual-social, levando-se em conta o papel do outro (família, escola e meio social mais amplo) no desenvolvimento da criança, em seu ajustamento ou na produção do desajustamento . A análise desses modelos mostra que, durante o período estudado (1955-1973), já estavam presentes noções que contemplavam a dimensão relacional do então denominado desajustamento, considerando os fatores socioculturais na relação que se estabelece entre a criança e o meio