Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-06T18:09:36Z No. of bitstreams: 1 SORAYA SOUSA GOMES TELES SILVA.pdf: 2055409 bytes, checksum: 7ec859cb2bfdb4d1a7d27480c089dcf0 (MD5) / Made available in DSpace on 2018-02-06T18:09:36Z (GMT). No. of bitstreams: 1 SORAYA SOUSA GOMES TELES SILVA.pdf: 2055409 bytes, checksum: 7ec859cb2bfdb4d1a7d27480c089dcf0 (MD5) Previous issue date: 2017-12-12 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Defining violence is a complex challenge because of the multiple senses and meanings that find expression in human relationships. In view of this, this research sought to know what a public school and the students' families understand about violence. The sources of information were: Political Pedagogical Project; questionnaire with the teachers; and interviews with the families of the elementary school students. These instruments contained three questions: 1) "What is violence? "2)" How did you feel in a situation of violence? "And 3)" What is the result made in a situation of violence? ". The data analyzed followed the perspective of Constructive-Interpretative Methodology and, it was sought to understand the awareness, through the three dimensions: knowing, feeling and acting. Families define violence by pointing to types of manifestation, passing through their own life history, presenting a naturalized (re) production and reporting having the most effective action in dealing with violence. The school understands violence as directed action to the other, instrumentalized and typified by physical and verbal aggression, mainly. Faced with this, there is a mismatch (between school and family) that little favors the process of integral development of the child and adolescent. The prevention strategy brought by the teachers and the PPP was differentiated care for the students and the convening of the families, and the dialogue was pointed out as an action in facing violence in the school. It is understood that the Political Pedagogical Project needs to be reflected, more critically, presenting the limits and possibilities before the violence in search of a liberating education and of emancipation. Therefore, it is understood that the role of the school is also to promote the integral development of the child and adolescent, as well as to manage the risk situations that some of them live in their daily lives, and for this, it must make a commitment to face the violence, and a partnership with families is fundamental; and psychology, as part of its technical team, has much to contribute to this process. / Definir viol?ncia ? um desafio complexo, devido aos m?ltiplos sentidos e significados que encontram expressividade nas rela??es humanas. Diante disto, esta pesquisa buscou conhecer o que uma escola p?blica e as fam?lias dos estudantes entendem sobre viol?ncia. Como fontes de informa??es foram utilizados: Projeto Pol?tico Pedag?gico (PPP); question?rio com os professores; e entrevistas com as fam?lias de estudantes de uma escola de ensino fundamental. Esses instrumentos continham tr?s perguntas: 1) ?O que ? viol?ncia? ? 2) ?Como se sentiu em uma situa??o de viol?ncia? ? e 3)? Qual o encaminhamento realizado em situa??o de viol?ncia??. Os dados analisados seguiram a perspectiva da Metodologia Construtiva-Interpretativa e, buscou-se entender a conscientiza??o, pelas tr?s dimens?es: conhecer, sentir e agir. As fam?lias definem a viol?ncia apontando os tipos de manifesta??o, perpassando a pr?pria hist?ria de vida, apresentando uma (re)produ??o naturalizada e relatam ter o di?logo como a??o mais efetiva no enfrentamento ? viol?ncia. A escola entende a viol?ncia como a??o direcionada ao outro, instrumentalizada e tipificada pela agress?o f?sica e verbal, principalmente. Diante disto, percebe-se um desencontro (entre escola e fam?lia) que pouco favorece o processo de desenvolvimento integral da crian?a e adolescente. As estrat?gias preven??o ? viol?ncia trazida pelos professores e no PPP foram atendimento diferenciado aos estudantes e convoca??o das fam?lias, sendo que o di?logo foi apontado como a??o no enfrentamento ? viol?ncia na escola. Entende-se que o Projeto Pol?tico Pedag?gico necessita ser refletido, mais criticamente, apresentando os limites e possibilidades diante da viol?ncia em busca de uma educa??o libertadora e de emancipa??o. Portanto, considera-se que o papel da escola ?, tamb?m, favorecer o desenvolvimento integral da crian?a e adolescente, al?m de gerenciar as situa??es de risco que algumas delas vivem em sua vida cotidiana, e para isso, precisa assumir um compromisso de enfrentar ? viol?ncia, sendo a parceria com as fam?lias fundamental; e a psicologia, como parte de sua equipe t?cnica, tem muito a colaborar nesse processo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-02-19T18:53:39Z No. of bitstreams: 1 DIS_ILANA_LUIZ_FERMANN_PARCIAL.pdf: 237800 bytes, checksum: d831f16ddb6934ea6de1672fcf7dd265 (MD5) / Made available in DSpace on 2016-02-19T18:53:39Z (GMT). No. of bitstreams: 1 DIS_ILANA_LUIZ_FERMANN_PARCIAL.pdf: 237800 bytes, checksum: d831f16ddb6934ea6de1672fcf7dd265 (MD5) Previous issue date: 2016-01-20 / The Parental Alienation (PA) is a phenomenon which commonly occurs in child custody situations and affects children and adolescents. Although it is considered a current theme and there is a law in Brazil that configure the AP as a negative psychological interference, studies that portray these situations are still insufficient. The objective of this research was to the describe cases of AP, through the analysis of judicial processes and verify the criteria used by the professionals of psychology in the evaluation of these cases. The research is organized in two empirical studies. The empirical study titled 1 ?Characterization of Judicial Processes of Parental Alienation in Brazil? characterized judicial processes PA, including the profile of the children, their parents and information about the processes. They analyzed 14 judicial processes and the results indicated that most of these did not report the initial complaint and PA were related to visitation and custody of property after divorce. Mothers were identified as alienating and alienated father as in most cases. Children were predominantly only daughters, they were under the care of mothers and attended elementary school. The empirical study titled 2 ?Psychological expertise in Parental Alienations Cases? verify the criteria, indicators, methods and procedures used by psychologists in cases of PA and assessed the adequacy of psychological reports contained in legal proceedings in accordance with the guidelines of the Federal Council of Psychology (FCP). Eight reports have been identified in processes analyzed and it was found that none of the documents presented structure required by the FCP. Interviews were the most used procedures and few professionals included testings. Problems such as lack of integration of the results with the findings and suggestions of legal measures were observed in the expert reports. Finally, in only half of the eight cases containing report was verified correlation between psychological expert conclusion and the court judgment on the presence or absence of PA. / A Aliena??o Parental (AP) ? um fen?meno que comumente ocorre em situa??es de disputa de guarda e envolve crian?as e adolescentes. Embora seja considerada uma tem?tica atual e exista uma lei no Brasil que configure a AP como uma interfer?ncia psicol?gica negativa, os estudos emp?ricos ainda s?o escassos. O objetivo da presente Disserta??o de Mestrado foi descrever casos de AP, por meio da an?lise de processos judiciais, bem como verificar os crit?rios utilizados pelos profissionais da Psicologia na avalia??o destes casos. A disserta??o de mestrado est? organizada em dois estudos emp?ricos que contemplam tais objetivos. O estudo emp?rico 1 intitulado ?Caracteriza??o de Processos Judiciais com AP no Brasil? caracterizou os processos judiciais de AP, incluindo o perfil das crian?as, seus pais e informa??es acerca dos processos. Foram analisados 14 processos judiciais e os resultados indicaram que na maioria destes a queixa inicial n?o referia AP e estavam relacionados a visita??es e estabelecimento de guarda ap?s div?rcio. As m?es foram identificadas como alienadoras e o pai como alienado na maioria dos casos. As crian?as eram, predominantemente, filhas ?nicas, estavam sob a guarda das m?es e frequentavam ensino fundamental. O estudo emp?rico 2 denominado ?Per?cias Psicol?gicas em Casos de Aliena??o Parental? verificou os crit?rios, indicadores, m?todos e procedimentos utilizados pelos psic?logos em casos de AP e avaliou a adequa??o dos laudos psicol?gicos contidos em processos judiciais de acordo com as orienta??es do Conselho Federal de Psicologia (CFP). Foram identificados oito laudos nos processos analisados e verificou-se que nenhum dos documentos apresentava estrutura exigida pelo CFP. Entrevistas foram os procedimentos mais utilizados e poucos profissionais inclu?ram testagens. Problemas como falta de integra??o dos resultados com as conclus?es e sugest?es de medidas judiciais foram constatados nos laudos periciais. Por fim, em apenas metade dos oito processos que continham laudo, foi verificada concord?ncia entre a conclus?o pericial psicol?gica e a senten?a judicial sobre presen?a ou aus?ncia de AP.