Esta dissertação teve como objetivos conhecer a opinião de crianças angolanas a respeito de suas escolas, investigar como é a escola dos seus sonhos e averiguar como os direitos da criança estão sendo acolhidos nessas instituições. Para tanto foi realizado um estudo que englobou o sistema de ensino público primário do país, representado por 15 escolas localizadas em cinco províncias angolanas. As crianças participaram de entrevistas em grupo e o método utilizado foi a inserção ecológica. A análise dos dados foi realizada com base na Teoria Bioecológica do Desenvolvimento Humano e os resultados indicaram que as interações de crianças, professores, diretores e escolas são caracterizadas por desequilíbrio de poder e autoritarismo e, por isso, carecem de reciprocidade. A escola dos sonhos das crianças é um local com condições mínimas de infraestrutura, no qual se sentem acolhidas e respeitadas. A promoção e o respeito aos direitos da criança ainda são incipientes em Angola de maneira geral e nas escolas em particular. / This dissertation aimed to know the opinion of Angolan children with respect to their schools, investigate how the school of their dreams is and to verify how children’s rights are received in those institutions. This study encompassed Angola’s public primary education system, represented by 15 schools located in five Angolan provinces. The children participated in group interviews and the method used during data collection was the ecological engagement. Data analysis was done through the Bioecological Theory of Human Development and the results indicate that the interaction among children, teachers, directors and schools are characterized by the imbalance of power and authoritarianism, reason why the relationship lacks reciprocity. Children’s dream school is a place with minimal infrastructure where they feel welcomed and respected. In general, the promotion and respect to children’s rights are still incipient in Angola, especially in schools.

Esta dissertação teve como objetivos conhecer a opinião de crianças angolanas a respeito de suas escolas, investigar como é a escola dos seus sonhos e averiguar como os direitos da criança estão sendo acolhidos nessas instituições. Para tanto foi realizado um estudo que englobou o sistema de ensino público primário do país, representado por 15 escolas localizadas em cinco províncias angolanas. As crianças participaram de entrevistas em grupo e o método utilizado foi a inserção ecológica. A análise dos dados foi realizada com base na Teoria Bioecológica do Desenvolvimento Humano e os resultados indicaram que as interações de crianças, professores, diretores e escolas são caracterizadas por desequilíbrio de poder e autoritarismo e, por isso, carecem de reciprocidade. A escola dos sonhos das crianças é um local com condições mínimas de infraestrutura, no qual se sentem acolhidas e respeitadas. A promoção e o respeito aos direitos da criança ainda são incipientes em Angola de maneira geral e nas escolas em particular. / This dissertation aimed to know the opinion of Angolan children with respect to their schools, investigate how the school of their dreams is and to verify how children’s rights are received in those institutions. This study encompassed Angola’s public primary education system, represented by 15 schools located in five Angolan provinces. The children participated in group interviews and the method used during data collection was the ecological engagement. Data analysis was done through the Bioecological Theory of Human Development and the results indicate that the interaction among children, teachers, directors and schools are characterized by the imbalance of power and authoritarianism, reason why the relationship lacks reciprocity. Children’s dream school is a place with minimal infrastructure where they feel welcomed and respected. In general, the promotion and respect to children’s rights are still incipient in Angola, especially in schools.

Esta dissertação teve como objetivos conhecer a opinião de crianças angolanas a respeito de suas escolas, investigar como é a escola dos seus sonhos e averiguar como os direitos da criança estão sendo acolhidos nessas instituições. Para tanto foi realizado um estudo que englobou o sistema de ensino público primário do país, representado por 15 escolas localizadas em cinco províncias angolanas. As crianças participaram de entrevistas em grupo e o método utilizado foi a inserção ecológica. A análise dos dados foi realizada com base na Teoria Bioecológica do Desenvolvimento Humano e os resultados indicaram que as interações de crianças, professores, diretores e escolas são caracterizadas por desequilíbrio de poder e autoritarismo e, por isso, carecem de reciprocidade. A escola dos sonhos das crianças é um local com condições mínimas de infraestrutura, no qual se sentem acolhidas e respeitadas. A promoção e o respeito aos direitos da criança ainda são incipientes em Angola de maneira geral e nas escolas em particular. / This dissertation aimed to know the opinion of Angolan children with respect to their schools, investigate how the school of their dreams is and to verify how children’s rights are received in those institutions. This study encompassed Angola’s public primary education system, represented by 15 schools located in five Angolan provinces. The children participated in group interviews and the method used during data collection was the ecological engagement. Data analysis was done through the Bioecological Theory of Human Development and the results indicate that the interaction among children, teachers, directors and schools are characterized by the imbalance of power and authoritarianism, reason why the relationship lacks reciprocity. Children’s dream school is a place with minimal infrastructure where they feel welcomed and respected. In general, the promotion and respect to children’s rights are still incipient in Angola, especially in schools.

The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Kindergarten students who are identified as at risk in reading often enter school with deficiencies in early reading skills. Little research exists for this vulnerable population on reading instruction in large, urban, school systems. The purpose of this multiple case study, which was guided by Bronfenbrenner's ecological theory of human development, was to describe urban kindergarten teachers' beliefs about the environmental factors that contribute to students' at-risk reading status, instructional practices employed to remediate reading, and teacher reports about systems in place to support student reading development. The multiple case study design included (a) structured interviews, (b) observations of kindergarten instructional practices in reading, and (c) a review of documents relevant to the delivery of instruction and home literacy assignments in 3 schools situated in 3 northeastern districts in the United States of America. The constant comparative method utilized included data coding, category development, and identification of themes. Findings indicated that (a) teachers believe parental involvement would influence the development of kindergartners' early reading skills; (b) teachers used a core and phonics curriculum within a print-rich environment to teach early reading skills, with variation in approaches seen within and across school sites; (c) there is a lack of professional development within the schools to enhance kindergarten reading instruction; and (d) the schools' instructional practices may not be part of a coherent instructional philosophy. This study contributes to positive social change by providing educators with a deeper understanding of how to remediate reading with attention to the environmental factors at-risk readers experience at home and school.

The study aims to understand foster care secretary’s reasoning concerning biological children in foster cares. Previous research shows that biological children are a vulnerable group. But do their voices get heard? To find out how the foster care secretary reasoning about biological children of foster cares, I have interviewed four randomly municipalities in Sweden. The study is qualitative and based on a development ecological system theoretical perspective. The result shows that biological children’s right is focused and that the secretary’s ambition is to talk with the biological children before and under the foster care period. Before the family becomes a foster care they have to undergo extensive training to learn and feel ready for the new life situation.

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-06-28T13:32:56Z No. of bitstreams: 1 FAMÍLIA MATRIFOCAL - A EXPERIÊNCIA DAS CRIANÇAS - ARTIGO DISSERTAÇÃO JACIRA BARBOSA 2012.pdf: 271213 bytes, checksum: f02dfdacd880dea54334b32eedc06fbf (MD5) / Approved for entry into archive by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-07-06T12:58:33Z (GMT) No. of bitstreams: 1 FAMÍLIA MATRIFOCAL - A EXPERIÊNCIA DAS CRIANÇAS - ARTIGO DISSERTAÇÃO JACIRA BARBOSA 2012.pdf: 271213 bytes, checksum: f02dfdacd880dea54334b32eedc06fbf (MD5) / Made available in DSpace on 2016-07-06T12:58:33Z (GMT). No. of bitstreams: 1 FAMÍLIA MATRIFOCAL - A EXPERIÊNCIA DAS CRIANÇAS - ARTIGO DISSERTAÇÃO JACIRA BARBOSA 2012.pdf: 271213 bytes, checksum: f02dfdacd880dea54334b32eedc06fbf (MD5) / As crianças, como sujeitos e membros que compõem a família, sofrem conseqüências provenientes das mudanças que afetam a estrutura e a dinâmica das relações familiares. Interessado nessas mudanças, o presente estudo objetivou investigar a forma como as crianças de famílias matrifocais pobres vivenciam esta realidade. Trata-se de uma pesquisa qualitativa, ancorada na Teoria Bioecológica do Desenvolvimento Humano e que considerou as crianças como atores sociais plenos e ativos. Foram realizadas entrevistas e aplicado, entre crianças atendidas numa instituição de serviços psicoterapêuticos, o instrumento Desenho de Família com Estórias (DF-E). Os resultados indicam uma distância entre a representação simbólica da família e a situação vivida pelas crianças e expõe as diversas dificuldades vivenciadas por esta forma singular de configuração familiar. Children, as subjects who constitute the family unit, are subject to the consequences of the changes that have been taking place in structure and dynamics of kinship relations. Focusing on those changes, the present study aimed at investigating the way that children from matrifocal poor families have been dealing with this scenario. The study constitutes a qualitative research, based upon Bioecological Theory of Human Development, and took children as fully-fledged and active social actors. Interviews were conducted, as well as, among children taken into care by an institution for psychotherapeutic services, Walter Trinca’s Drawing-Story technique was applied. Results suggest some distance between the symbolic representation of the family and the actual situation faced by the children. They also reveal several difficulties which this singular form of family configuration has to cope with in the daily life.

Submitted by Ana Carla Almeida (ana.almeida@ucsal.br) on 2016-09-14T18:25:15Z No. of bitstreams: 1 Tese - Rosa Maria da Motta Azambuja.pdf: 2819041 bytes, checksum: 4677b8cfdae44c7a23d911e11603be00 (MD5) / Approved for entry into archive by Maria Emília Carvalho Ribeiro (maria.ribeiro@ucsal.br) on 2016-09-15T21:40:41Z (GMT) No. of bitstreams: 1 Tese - Rosa Maria da Motta Azambuja.pdf: 2819041 bytes, checksum: 4677b8cfdae44c7a23d911e11603be00 (MD5) / Made available in DSpace on 2016-09-15T21:40:41Z (GMT). No. of bitstreams: 1 Tese - Rosa Maria da Motta Azambuja.pdf: 2819041 bytes, checksum: 4677b8cfdae44c7a23d911e11603be00 (MD5) Previous issue date: 2016-03-04 / Agência 1 / Este estudo toma como objeto o cuidar dos avós visto pelos netos em idade escolar tendo como base a Teoria Bioecológica do Desenvolvimento Humano. Entre os núcleos apresentados na teoria, priorizou-se a análise da pessoa, processo, contexto e tempo observados na interação entre a díade. Com o objetivo de compreender as circunstâncias vinculares e os posicionamentos recíprocos entre avós-netos, focalizando a visão dos netos, a partir do contexto bio-sócio-histórico, realizou-se estudos de casos múltiplos em uma escola particular de classe média na cidade do Salvador, Bahia, Brasil e que oferece sistema de bolsa para alunos filhos dos funcionários de baixa renda. Participaram do estudo seis crianças, três estudantes do sexo feminino e três do sexo masculino, na faixa etária de 6 a 9 anos de idade, de classe média e três de classe baixa de ambos os sexos do Ensino Fundamental juntamente com suas avós. A partir de questões básicas acerca do modo como os netos percebem o significado de seu relacionamento com os avós cuidadores e como as relações intergeracionais podem ser diferentes em função do gênero quanto ao desenvolvimento e formação pessoal e social dos netos, realizou-se quatro procedimentos: entrevista com os netos, utilizando instrumentos da perspectiva educacional (roda de conversa e álbum de imagens) e a análise da interação avósnetos a partir de instrumentos da teoria sistêmica (jogo compartilhado) e psicopedagógica (caixa lúdica). Os principais resultados apontam que o significado dos avós segundo o olhar das crianças varia de acordo com o tipo de convivência: para os netos de tempo integral, os avós são vistos como cuidadores, para os do tipo sistemático, como companheiros; e para os esporádicos, brincalhões. Há diferença nas relações intergeracionais em função de gênero: enquanto as avós realizam atividades em espaços internos, como jogo educativo e eletrônico, os avôs preferem os espaços externos, como jogo de salão, futebol na praia para interagir com os netos. Deste modo, compreender a criança como membro da família e como objeto de cuidado corresponde a uma visão de desenvolvimento como molar, em que, para as crianças, o cuidar envolve uma articulação estreita com a convivência e a interação. / This study takes as its focus grandparent caregivers as seen by schoolchildren, based on the Bioecological Theory of Human Development. This theory assumes the standpoint of the analysis of the person, process, context and time, by observing the interaction between the dyad adult/child. In order to understand the bonding circumstances and reciprocal positions between grandparents and grandchildren, through the eyes of grandchildren and based on the bio-socio-historical context, multiple case studies were performed in a private school with middle- and low-income students, located in the city of Salvador. The study, submitted and approved by the Committee of Ethics in Research, included six elementary school students, three female and three male, between the ages of six and nine years, along with their grandparents. From basic questions about how the grandchildren view the significance of their relationship with grandparents, and how intergenerational relations with grandparents may differ by gender as to the development of personal and social education, four procedures were performed: interviews with the grandchildren using instruments of educational perspective (circle of conversation and album of images); and analyses of the interaction between grandparents and grandchildren using psycho-pedagogic instruments (game boxes) and those of systems theory (shared game). The main results show that the meaning of grandparents varies according to the mode of co-habitation, for the full-time caring for grandchildren, the grandparents were seen as caretakers; for the systematic, as companions; and the sporadic, as pranksters. There was a difference in intergenerational relationships according to gender: In order to interact with their grandchildren, women perform activities in internal spaces with educational and electronic games, while men prefer activities that occur in external spaces, such as parlor games or football on the beach. Thus, understanding the child as a family member and as the object of care corresponds to a vision of development as molar, in which, for the children, being taking care of involves close articulation with coexistence and interaction.

No description available.

[pt] A noção da terminalidade humana comumente é percebida quando ocorre a morte de uma pessoa com quem se tem intenso vínculo de afeto. O luto pode ser entendido como um processo natural e esperado frente a morte, vivenciado a partir da singularidade de cada pessoa e de seu contexto sócio-histórico. Especificamente, luto decorrente de homicídio pode promover significativas repercussões pessoais e sociais na vida das pessoas enlutadas. As crianças também são impactadas pela experiência do luto e, especialmente, quando perdem seus familiares de forma violenta. Considerando os referidos aspectos, este estudo teve como objetivo geral investigar o processo de luto vivenciado por duas crianças que perderam familiares vítimas de homicídio. Para tanto, foram realizadas duas avaliações psicológicas em que foram utilizados diferentes procedimentos e instrumentos psicológicos. Participaram dois meninos com idades entre seis e oito anos, residentes no estado Rio de Janeiro, que perderam o irmão e o pai vítimas de homicídio. Cada caso foi analisado em profundidade e de forma idiossincrática, sendo os instrumentos e procedimentos analisados individualmente e seus resultados integrados e interpretados a partir da Teoria Bioecológica do Desenvolvimento Humano. Esse estudo propôs novas perspectivas empíricas e teóricas para a avaliação psicológica do luto infantil no contexto da violência urbana. Sugeriu, ainda, o desenvolvimento de novos estudos em prol da melhoria da qualidade de vida das crianças enlutadas no referido contexto de perda. / [en] The notion of human terminality is commonly perceived when a death of a loved one occurs. Grief can be understood as a natural and expected process in the front of death, experienced from the uniqueness of each person and their socio-historical context. Grief cause by homicide, specifically, can promote meaningful personal and social repercussions on the lives of the grieving people. Children are also impacted by the experience of grief and, especially, when they lose their family members violently. Considering these aspects, the objective of the study is to investigate the process of grieving experienced by two children who lost family members victims of homicide. Two psychological evaluations were used, for each evaluation, different psychological procedures and instruments were included. Participated on the study two boys aged from six to eight years old, resident in the state of Rio de Janeiro, who lost their brother and father victims of homicide. Each case was analyzed depth and individually, in the sequence the instruments and procedures were corrected, and the results were assessed using the Bioecological Theory of Human Development approach. This study proposed new empirical and theoretical perspectives for the psychological assessment of child bereavement in the context of urban violence. It also suggested the development of new studies in order to improve the quality of life of bereaved children in the referred context of loss.