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

Autism or autism spectrum disorder (ASD) is a multifaceted neurological condition that impairs social interaction, communication and behaviour. The current increase in the prevalence of ASD is alarming. A large population of parents is left searching for answers regarding their child’s developmental delays. Once their child has been diagnosed, they have to deal with the challenge of raising such a child. Parenting a child with ASD is particularly challenging for mothers as it has been reported that they struggle with poor health and wellbeing as well as high stress levels. Literature has also shown that the maternal interaction style impacts the prognosis for the child’s development, again highlighting the importance of the mother’s wellbeing. Several studies refer to the severe impact of ASD on the family as a unit, yet the unique challenges that mothers face are often overlooked. To address the wellbeing of these mothers, it is necessary to understand their experiences of their child’s diagnosis with ASD. This qualitative phenomenological study explored and described mothers’ experiences of their child’s diagnosis with ASD by using the Process-Person-Context-Time model from Bronfenbrenner’s bioecological theory as a framework. Unstructured interviews with seven mothers were conducted, voice recorded and transcribed. Data was analysed using thematic content analysis. Findings revealed four interrelated themes: 1) the mother’s experience of the interactions and relationships within her immediate family (Proximal Process), 2) the mother’s experience of her internal and external characteristics and resources (Person), 3) the mother’s experience of her environment (Context), and 4) the mother’s experience of the journey through time (Time). Bronfenbrenner’s theory in its matured form also proved to be of value in understanding these mothers’ daily lives and challenges. The key findings provide valuable insight that may inform professionals who develop support programmes aimed at mothers with ASD children or that may guide such professionals’ therapeutic interventions with mothers with ASD children. / MSW, North-West University, Potchefstroom Campus, 2015

Autism or autism spectrum disorder (ASD) is a multifaceted neurological condition that impairs social interaction, communication and behaviour. The current increase in the prevalence of ASD is alarming. A large population of parents is left searching for answers regarding their child’s developmental delays. Once their child has been diagnosed, they have to deal with the challenge of raising such a child. Parenting a child with ASD is particularly challenging for mothers as it has been reported that they struggle with poor health and wellbeing as well as high stress levels. Literature has also shown that the maternal interaction style impacts the prognosis for the child’s development, again highlighting the importance of the mother’s wellbeing. Several studies refer to the severe impact of ASD on the family as a unit, yet the unique challenges that mothers face are often overlooked. To address the wellbeing of these mothers, it is necessary to understand their experiences of their child’s diagnosis with ASD. This qualitative phenomenological study explored and described mothers’ experiences of their child’s diagnosis with ASD by using the Process-Person-Context-Time model from Bronfenbrenner’s bioecological theory as a framework. Unstructured interviews with seven mothers were conducted, voice recorded and transcribed. Data was analysed using thematic content analysis. Findings revealed four interrelated themes: 1) the mother’s experience of the interactions and relationships within her immediate family (Proximal Process), 2) the mother’s experience of her internal and external characteristics and resources (Person), 3) the mother’s experience of her environment (Context), and 4) the mother’s experience of the journey through time (Time). Bronfenbrenner’s theory in its matured form also proved to be of value in understanding these mothers’ daily lives and challenges. The key findings provide valuable insight that may inform professionals who develop support programmes aimed at mothers with ASD children or that may guide such professionals’ therapeutic interventions with mothers with ASD children. / MSW, North-West University, Potchefstroom Campus, 2015

Made available in DSpace on 2016-04-28T20:38:05Z (GMT). No. of bitstreams: 1 Joao Palma Filho.pdf: 1818506 bytes, checksum: 22c0a45db159432aec7d8494612bea26 (MD5) Previous issue date: 2012-04-23 / This is a qualitative research based on Bioecological Theory, which aims at investigating how a set of multifamily actions can contribute to improving the quality of relations between APAE - Associação de Pais e Amigos dos Excepcionais (Association of Parents and Friends of Exceptional Children) in the city of Francisco Morato, and families of students with intellectual deficits, from the perspective of the eleven families participating. We seek to analyze whether these actions contributed to the families understanding the institution role and limits for the development of people with intellectual deficits, the possible emotional gains and improvement in interpersonal relationships with the children served by the institution. Eleven meetings were held with the multifamily group. Actions guided by the Bioecological Theory favored proximal processes, with communication conditions between the Multifamily Group and the Technical Team, so that the participants felt welcomed, expressed their feelings, doubts, and shared their personal experiences, becoming a cohesive and participatory group. Families commented: at the end, they had a deeper understanding of the work done at the institution; are more alert and able to devote more personal resources to care for their children; perceived the specialists are more aware of their observations. It was observed at the end of the research that multifamily activities and the care in building a communication path, propitiate the empowerment of families, which is fundamental to the educational process of children and young people with intellectual deficits / APAE de Francisco Morato e grupo multifamílias: um percurso de mudanças com base na teoria bioecológica Trata-se de uma pesquisa qualitativa, fundamentada na Teoria Bioecológica, que teve por objetivo investigar como um conjunto de ações multifamiliares pode contribuir para melhorar a qualidade das relações entre a APAE Associação de Pais e Amigos dos Excepcionais da cidade de Francisco Morato e as famílias de alunos com déficit intelectual, segundo a perspectiva das onze famílias participantes. Procuramos analisar se essas ações contribuíram para as famílias compreenderem o papel e os limites da instituição para o desenvolvimento da pessoa com déficit intelectual, os possíveis ganhos emocionais e a melhoria nas relações interpessoais com os filhos atendidos pela instituição. Foram realizados onze encontros com o grupo multifamílias. As ações norteadas pela Teoria Bioecológica favoreceram os processos proximais, com as condições de comunicação entre o Grupo Multifamílias e a Equipe Técnica, de maneira que os participantes sentiram-se acolhidos, manifestaram seus sentimentos, dúvidas, compartilharem suas experiências pessoais, tornando-se um grupo coeso e participativo. As famílias comentaram: possuir ao final um conhecimento mais profundo dos trabalhos desenvolvidos na instituição; estarem mais atentas e disporem de mais recursos pessoais para cuidar de seus filhos; perceberem os técnicos mais atentos as suas observações. Observou-se ao final da pesquisa que as atividades multifamiliares e o cuidado na construção de um percurso de comunicação, propiciam o empoderamento das famílias, que é fundamental para o processo educacional de crianças e jovens com déficit intelectual

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.

Made available in DSpace on 2016-12-23T14:38:05Z (GMT). No. of bitstreams: 1 Dissertacao de Elisa Mercon-Vargas.pdf: 756202 bytes, checksum: 1c4d0297b512f2287de45793e3bb0bff (MD5) Previous issue date: 2012-03-23 / As pesquisas no âmbito da adoção vêm chamando cada vez mais a atenção de pesquisadores, propiciando maior visibilidade a esta temática. Apesar dos avanços, permanecem muitas lacunas a serem preenchidas, principalmente com relação às dinâmicas, estratégias de interação e adaptação que podem propiciar um ambiente familiar saudável. Tendo como base a Teoria bioecológica do desenvolvimento, o objetivo geral da dissertação foi estudar os processos proximais e os aspectos macrossistêmicos de famílias adotivas em período de convivência, através de um estudo de casos múltiplos - um caso nacional e outro internacional. Utilizou-se a metodologia da Inserção Ecológica com entrevistas, observações, visitas às famílias (no Brasil e no país de acolhida), escola e instituições de acolhimento, realizados em cerca de quatro meses. A dissertação está dividida em dois estudos. O primeiro estudo investigou os aspectos macrossistêmicos em processos de adoção. Os dados foram organizados em eixos temáticos pré-estabelecidos: significados, motivação, e processo de habilitação na adoção. Nos dois casos a adoção era percebida como uma ação voltada para o bem da criança. A motivação no caso nacional estava ligada ao conhecimento anterior das adotadas e no internacional a problemas de infertilidade. Foi necessário um maior tempo e mais documentos para habilitação na adoção internacional, além de uma maior preparação do que na nacional. Já o segundo estudo investigou os contextos e os processos proximais vivenciados pelas famílias participantes. Os dados foram organizados baseados no modelo PPCT, proposto pela Teoria bioecológica. Na adoção nacional os processos proximais foram facilitados pelo conhecimento anterior da criança/adolescente, e na internacional pela percepção do engajamento das crianças na adoção. Os processos disfuncionais no caso nacional estavam ligados a mudança de comportamento da criança mais nova, enquanto no internacional ao fato do casal italiano estar em um ambiente desconhecido. Conclui-se que os processos de adoção envolvem uma complexa inter-relação entre vários contextos e que as questões tanto macrossistêmicas, quanto dos microssistemas têm um papel importante nas crenças e práticas concernentes à adoção, o que torna o período de convivência essencial para a construção dos relacionamentos, bem como para que se propicie a criação de estratégias de interação visando uma boa adaptação familiar / Research into adoption is increasingly drawing the attention of the scholars, promoting more visibility to this thematic. Despite advances, there are still many gaps to be filled, mainly regarding dynamics, interaction strategies and adaptation that can provide a healthy family environment. Based on the Bioecolgical Theory of Development, the general aim of this dissertation was to study the proximal processes and macrosystemic aspects of adoptive families in the period of cohabitation, through a multiple case study a domestic and an international case. The methodology used was the Ecological Engagement with interviews, observations, visits to the families (in Brazil and in the host country) and visits to the shelter s institutions, carried out in about four months. The dissertation is divided into two studies. The first study investigated the macrosystemic aspects in adoption processes. Data was organized in pre-established themes: meanings, motivations and qualification processes of adoptions. In both cases adoption was perceived as an action directed to the children s welfare. The motivation in the domestic case was linked to a prior knowledge of the adoptees, and in the international case to an infertility problem. It took more time and documentation to the qualification in the international adoption, as well as more preparation than in the domestic case. The second study investigated the context and the proximal processes experienced by participating families. Data was organized into themes based on PPCT model, proposed by the Bioecological Theory. In the domestic adoption the proximal processes were facilitated by the prior knowledge of the child/adolescent, and in the international adoption by the adopters perception of children s engagement in the adoption. The dysfunctional processes in the domestic case were related to the youngest child s behavioral change, while in the international to the fact that the Italian couple was placed in an unfamiliar environment. It can be concluded that adoption processes involve a complex interplay between different contexts and that macrosystemic aspects, as well as aspects from the microsystem play an important role in the beliefs and practice concerning adoptions, which makes the period of cohabitation essential to the establishment of relationship, and to the creation of interaction strategies aiming towards a good family adaptation

[pt] A partir do crescimento da internet e da formação da cibercultura um novo espaço está sendo reconhecido como local propício para as relações interpessoais: o ciberespaço. Sendo assim, os jovens de hoje estão se desenvolvendo em um campo em que as redes sociais são a base para a sua socialização. Assim, este estudo realizou uma pesquisa qualitativa e utilizou como base teórica uma interlocução entre a GestaltTerapia e a Teoria Bioecológica do desenvolvimento humano de Urie Bronfenbrenner. Este trabalho buscou compreender o processo de socialização de jovens a partir de suas interações nas redes sociais através do discurso produzido pelos participantes, no período da pandemia da COVID-19. Foram entrevistados 24 adolescentes com idade entre 12 e 18 anos que residiam na cidade do Rio de Janeiro, na tentativa de investigar o sentido que dão às suas experiências dentro das redes sociais. A partir das falas, foi estruturado um corpus textual que foi analisado pelo software Iramuteq. A partir desta análise, os dados foram agrupados em 3 classes de palavras identificadas por: classe 1 – o uso das redes no período da pandemia, classe 2 – a experiência de uso das redes sociais e classe 3 – a finalidade das redes sociais. Seguir os pressupostos das abordagens escolhidas em uma pesquisa qualitativa tem o benefício de renunciar aos pré-conceitos existentes na literatura para poder compreender e valorizar as experiências, únicas, dos participantes e ampliar o estudo do fenômeno escolhido. Foi possível concluir que diferentes campos possibilitam diferentes formas de ser adolescente, e que o processo de socialização a partir das redes sociais é visto como algo natural e indispensável para essa faixa etária. Foi reconhecido que as redes sociais são parte significativa na experiência social destes adolescentes e com isso pôde-se defender que direta, ou indiretamente, atuam como mecanismos propulsores do desenvolvimento destes jovens. Foi defendido neste trabalho a importância de se estudar o fenômeno dentro de um contexto específico e em determinado recorte de tempo a fim de reforçar a singular experiência de ser adolescente na atualidade. Além de ter contribuído para a ampliação dos estudos na área da psicologia do desenvolvimento e para a compreensão da socialização dos jovens. / [en] With the growth of the internet and the formation of cyberculture, a new space is being is being recognized as a place for interpersonal relationships: the cyberspace. Thus, today s teenagers are developing in a field where social medias are the basis for their socialization. This study performed a qualitative research and used as theoretical basis an interlocution between Gestalt-Therapy and the Bioecological Theory of human development by Urie Bronfenbrenner. This work sought to understand the socialization process of teenagers from their interactions on social medias through the discourse produced by the participants in the period of the COVID-19 pandemic. Were interviewed 24 teenagers between the ages of 12 and 18 years, who lived in the city of Rio de Janeiro, in an attempt to investigate the meaning they give to their experiences within the social medias. From the speeches, a text corpus was structured and analyzed using the Iramuteq software. From this analysis, the data were grouped into 3 classes of worlds, identified by: class 1 – the use of social medias in the pandemic period; class 2 – the experience of using the social medias and class 3 – the purpose of social medias. Following the assumptions of the approaches chosen in a qualitative research has the benefit or renouncing the preconceptions existing in the literature to be able to understand and value the unique experiences of the participants and broaden the study of the chosen phenomenon. It was possible to conclude that different fields enable different ways of being adolescents, and that the socialization process from social medias is seen as something natural and indispensable for this age group. It was recognized that social medias are a significant part of the social experience of these adolescents, and with this it was possible to argue that directly or indirectly, they act as mechanisms that propel the development of teenagers. This work defended the importance of studying the phenomenon within a specific context and in a specific time frame to reinforce the unique experience of being an adolescent nowadays. Besides having contributed to the expansion of studies in developmental psychology and to understanding the socialization of teenagers.