L’abandon en formation ouverte et à distance (FOAD) constitue un enjeu important tant pour les apprenants que pour les organismes de formation, que ce soit pour des raisons économiques, sociales, ou encore d’image (de soi ou publique). Les besoins des apprenants en termes d’accompagnement sont tant techniques, cognitifs et métacognitifs, qu’affectifs. C’est cette dernière notion, la dimension affective, qui nous intéressera particulièrement dans cette thèse pour comprendre l’abandon. Afin de tenir compte de la dimension sociale de l’individu et des relations qu’il entretient avec les enseignants, ses pairs ou ses proches, il sera question de dimension socio-affective. Nous mobilisons, pour mieux définir cette dimension et comprendre les enjeux de la communication médiatisée et de la distance en formation (en tant qu’objet social et technique), des auteurs issus de différentes disciplines des sciences humaines : des chercheurs en sciences de l’information et de la communication, des psychologues et des chercheurs en sciences de l’éducation. Nous proposons de caractériser la dimension socio-affective, pensée comme un système, par un modèle intégratif des émotions et sentiments proposés par l’ensemble de ces chercheurs. Cette dimension sera étudiée en regard de la notion de persévérance, inverse d’abandon. Nous nous demandons alors quels sont les facteurs socio-affectifs expliquant l’abandon en formation à distance, ou inversement la persévérance ? Sont notamment questionnés l’importance des interactions dans (avec les enseignants et autres apprenants) et en dehors (avec l’entourage proche) du dispositif de formation, et les facteurs individuels des apprenants (e.g. socio-démographiques). Pour répondre à ces questions, une enquête en deux parties (en début –attentes– et en fin de formation –vécu) et des entretiens semi-directifs ont été réalisés. Les premiers résultats rendent compte d’écarts entre attentes initiales et vécu de la formation, plus ou moins importants selon les apprenants. L’abandon apparaît explicable en analysant la dimension socio-affective, notamment dans les relations avec les acteurs du dispositif. Alors que certains subissent leur isolement du fait d’un manque de relation avec les enseignants, d’autres compensent en établissant une relation avec leurs pairs. Enfin, les proches occupent une place essentielle pour les apprenants qui vivent en famille et qui attendent leur soutien. / The drop out in open and distance learning (ODL) is an important issue both for the learners and training organizations, whether for economic, social or image (self-image or brand image). The accompanying needs of learners are both technical, cognitive and meta-cognitive, and affective. The latter particularly interest us in this thesis to understand the drop out. To take account of the social dimension of the person and his relationship with teachers, peers or family, we will discuss socio-emotional dimension. To better define this dimension and understand the issues of mediated communication and the distance in training (as a social and technical object), we mobilize some authors from different disciplines of the humanities: Researchers in science of information and communication , psychologists and researchers in science education. We propose to characterize the socio-emotional dimension, thought of as a system, by an integrative model of emotions and sentiments offered by all of these researchers. This aspect will be studied in relation to the notion of persistence, which is the opposite of drop out. We wonder what are the socio-emotional factors behind the drop out in distance learning, or conversely perseverance? The importance of interactions within (with teachers and other learners) and outside the training device (with family) and individual factors of learners (eg sociodemographic) are questioned. To answer these questions, an investigation into two parts (in beginning - expectations - and in end of training - experience) and semi-directive interviews were conducted. The first results reflect the differences between initial expectations and experiences of training, more or less important according learners. The drop out appears explainable by analyzing the socio-emotional dimension, especially in relations with the actors of the device. While some students suffer isolation due to a lack of relationship with teachers, others compensate by establishing a relationship with their peers. Finally, relatives occupy an essential place for learners who live in families and are waiting their support.

The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts have been made to assist students to develop their academic literacy levels – especially academic reading. However, most of these attempts are solely cognitive-oriented, even though there has been increasing acknowledgement of the relationship between socio-affective factors and students’ academic reading abilities. The purpose of this research was to explore a socio-affective approach to improving the reading abilities of first-year students at the University of Pretoria (UP). The following questions guided the research: (1) Is there a significant relationship between socio-affective factors and students’ academic reading abilities? (2) Which socio-affective factors best predict tertiary students’ academic reading abilities? (3) How can knowledge of socio-affective factors be used to design a more effective reading intervention? (4) How effective is a reading intervention programme that incorporates socio-affective factors? A mixed methods design was used for the study which was conducted in four phases. The first phase consisted of an exploratory study in the form of a questionnaire survey that elicited information on first-year UP students’ reading background, socio-affective reading levels and the use of reading strategies in relation to their reading proficiency levels, as determined by the Test for Academic Literacy Levels (TALL). ANOVA tests were used for the analysis of TALL results while a Cumulative Logit (regression) analysis was conducted to determine the socio-affective factors that best predict these students’ reading ability. ANOVA tests showed a robust relationship between students’ social and affective reading background on one hand, and their reading proficiency levels on the other. The regression analysis showed that self-efficacy was the best predictor of students’ reading ability, followed by intrinsic motivation. Based on the empirical results, and an adapted model of Guthrie and Wigfield (2000), an intervention programme that served as enrichment to the existing Academic Reading module, and aimed at improving the reading abilities of students by focussing on socio-affective issues in particular, was designed (as phase 2) and implemented (as phase 3) of the study. Two control groups and two intervention groups of At Risk and Low Risk students were used for the study. Questionnaires on affective reading levels and strategy use were administered before and after the intervention. In phase four, quantitative analysis using t-tests (independent and paired t-tests) with effect sizes were performed on the pre- and post-intervention questionnaire responses. Results showed significant improvements in affective levels for reading in the intervention groups compared to the control groups. In addition, qualitative data were collected via interviews on the socio-affective teaching techniques used for the intervention, and analysed qualitatively using content analysis. The results of the qualitative study were used to support the quantitative findings in terms of the measure in which the teaching approach contributed to the improvement in students’ socio-affective levels in reading, which according to research, correlates with students’ reading ability. Based on the findings, recommendations are made at the classroom and institutional levels. The significance of the study in terms of enriching theory and designing innovative support to improve students’ reading ability serve as a conclusion to the thesis. / Thesis (DPhil)--University of Pretoria, 2012. / Unit for Academic Literacy / Unrestricted

La qualité des interactions mère–enfant est un excellent prédicteur du fonctionnement socio-émotionnel de l’enfant. Cependant, relativement peu est connu de l’évolution de cette qualité relationnelle dans le temps et encore moins de l’influence de cette évolution sur le développement de l’enfant. De plus, les études ont rarement considéré les interactions mère–enfant sous un angle véritablement dyadique, incluant les contributions de la mère et de l’enfant. À l’aide d’analyses multiniveaux, cette étude vise à décrire la trajectoire développementale de la qualité des interactions dyadiques mère–enfant lorsque l’enfant est âgé de 2 à 7 ans et à investiguer les associations entre cette trajectoire et le fonctionnement socio-émotionnel de l’enfant à 8 ans. La qualité des interactions de 233 dyades mère–enfant a été évaluée à l’aide de séquences de jeu de 10 minutes, filmées lorsque l’enfant était âgé de 2, 4 et 7 ans. À 8 ans, le fonctionnement socio-émotionnel de l’enfant a été rapporté par un sous-échantillon de 171 enseignants. Les analyses révèlent que la pente de la trajectoire des interactions mère–enfant est légèrement mais significativement négative entre 2 et 7 ans. Les enfants dont la qualité des interactions avec leur mère décline de façon moins prononcée entre 2 et 7 ans montrent moins de problèmes intériorisés à 8 ans, indépendamment de la qualité initiale des interactions à 2 ans. Les enfants qui ont une meilleure qualité d’interactions initiale avec leur mère à 2 ans montrent moins de problèmes extériorisés et plus de comportements prosociaux à 8 ans, indépendamment du déclin subséquent de la qualité relationnelle. Les résultats suggèrent que les niveaux initiaux et l’évolution subséquente sont deux aspects distincts de la qualité relationnelle mère–enfant pouvant avoir des incidences indépendantes sur le développement socio-émotionnel de l’enfant. / Research shows that the quality of mother–child interactions is a reliable predictor of child subsequent socio-affective functioning. Yet, relatively little is known about the evolution of this relational quality over time, and even less about how changes in relational quality may influence the course of child development. Therefore, this study aimed to describe the trajectory of quality of mother–child interactions between ages 2 and 7 and investigate the associations between this trajectory and child socio-affective functioning at age 8. The quality of interactions of 233 mother–child dyads was assessed during 10-minute sequences of structured play when children were aged 2, 4, and 7 years. Child socio-affective functioning was reported by a subsample of 171 teachers when children were aged 8. The results showed that the average slope describing the trajectory of quality of mother–child interactions was slightly yet significatively negative. Children who experienced a slower decrease in the quality of interactions with their mother from 2 to 7 years showed less internalizing behavior problems in second grade according to their teacher, over and above the initial quality of mother–child interactions. In addition, children who benefited from higher-quality interactions with their mother at 2 years showed more prosocial behaviors and less externalizing behavior problems in second grade according to their teacher, above and beyond the decrease in the quality of those interactions over time. The findings suggest that although normative developmental changes may lead to slight average decreases in the quality of interactions of mother–child dyads between toddlerhood and early school age, children who benefit from higher-quality interactions with their mother in toddlerhood as well as across toddlerhood and early school age are better adjusted socioemotionally in middle childhood.

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)

L’objectif de cette étude est d’analyser comment l’enfant de 6 à 13 ans s’approprie la recomposition familiale (Malrieu & Malrieu, 1973 ; Malrieu, 1976) et quels rôles jouent les relations dans la fratrie germaine dans cette appropriation. Notre analyse se fonde sur une approche bioécosystémique (Bronfenbrenner, 1996). Les relations fraternelles sont examinées à partir d’un entretien semi-directif. L’appropriation de la famille recomposée est appréhendée grâce au dessin de la famille, au Kidcope (Spirito, Stark & Williams, 1988), au Child Behavior Checklist (CBCL, Achenbach, 1991) et à l’Autoquestionnaire Qualité de vie-enfant-imagé (AUQEI, Magnificat & Dazord, 1997). Les principaux résultats révèlent que les enfants font des choix électifs des membres de leur famille sur la base des liens biologiques, des personnes significatives dans leur vie et de la qualité des rapports avec leur entourage. Le facteur de stress le plus souvent évoqué par les enfants est le beau-parent et son approche éducative. La stratégie la plus mobilisée et jugée efficace par les enfants réfère au soutien social. Dans l’ensemble les enfants présentent une adaptation socio-affective et une qualité de vie satisfaisante. Au niveau des relations dans la fratrie germaine, il ressort qu’elles sont perçues par la majorité des enfants comme une ressource dans la recomposition familiale, étant à la fois continue et soutenante. Les analyses bivariées indiquent une influence significative des facteurs personnels (âge, sexe), du contexte familial (caractéristiques de la fratrie, mode de garde) et du temps (durée de la recomposition, temps écoulé depuis la séparation) sur l’appropriation de la famille. / The present study investigates how 6 to 13 years old children appropriate their stepfamily/blended family (Malrieu & Malrieu, 1973; Malrieu, 1976) and how sibling relationships might influence that appropriation. Our analysis is based on the bioecological approach (Bronfenbrenner, 1996). Sibling relationships were examined using a semi-directive interview. The appropriation of the stepfamily was investigated on the basis of the drawing of the family, the Kidcope (Spirito, Stark and Williams, 1988), the Child Behavior Checklist (CBCL, Achenbach, 1991) and the “AUtoquestionnaire Qualité de vie-Enfant-Imagé” (AUQEI, Magnificat & Dazord, 1997). Results indicate that children make elective choices of their family members mainly on the basis of their biological relationships, the most important persons influencing their life and the quality of the relationship with their close circle. We shall emphasize that the most stressful factor generally evoked by children usually originates from the stepparent and his educational approach. Furthermore, the results show that social support appears as the most efficient strategy often used by the children. Generally, we noticed a satisfying socio-emotional adaptation and life quality of the sampled children. Mostly, the relationships among siblings are found as a resource within their stepfamily as long as those relationships are both sustained and supportive. Cross-correlated statistical analysis of the data showed significant influence of person characteristics (age, sex), family context (sibling characteristics, child custody) and time factors (elapsed time since separation, duration of the second union) on the appropriation of family.

L’objectif de cette étude est d’appréhender comment les enfants en résidence alternée se construisent sur le plan de leur adaptation socio-affective et de leur qualité de vie et d’analyser quels sont les facteurs susceptibles d’influencer leur développement socio-affectif. L’approche écosystémique (Bronfenbrenner, 2005) et, plus spécifiquement, le modèle opérationnel « Processus-Personne-Contexte-Temps » (Bronfenbrenner, 1996) sur lequel nous prenons appui, nous a permis, de manière originale, de procéder à l’analyse de la contribution de facteurs d’ordre individuel, familial et contextuel au développement de ces enfants.Dans cette perspective, 38 familles et leurs 56 enfants âgés de 4 à 12 ans en résidence alternée ont participé à notre étude au moyen d'une série de questionnaires. Le développement socio-affectif de l’enfant a été appréhendé à l’aide de « l’Autoquestionnaire Qualité de vie-Enfant-Imagé » (A.U.Q.U.E.I. ; Manificat & Dazord, 1997) et du « Child Behavior Checklist » (C.B.C.L. ; Achenbach, 1991). Les mères et/ou les pères ont renseigné plusieurs outils évaluant leur relation coparentale : « l’échelle d’Interaction Coparentale » (Ahrons & Wallisch, 1987), « l’Inventaire de l’Alliance Parentale » (Abidin & Brunner, 1995) et « l’échelle de Conflits Post-Séparation » (Sonnenblick & Scharwz, 1992). La relation post-conjugale a été analysée à travers « l’échelle d’Interaction Non Parentale » (Ahrons & Wallisch, 1987) et « l’échelle d’Attachement entre les ex-conjoints » (Kitson, 1982).Nos principaux résultats indiquent que les enfants en résidence alternée témoignent d’une qualité de vie globalement satisfaisante, notamment dans la sphère familiale. De plus, trois quart des enfants environ se situent dans la zone non-pathologique aux échelles d’adaptation intériorisée et d’adaptation extériorisée. Parmi les facteurs pris en compte, nous constatons, dans un premier temps, un effet significatif du sexe et de l’âge des enfants : les filles sont plus nombreuses à se situer dans la zone pathologique à l’échelle d’adaptation extériorisée et les enfants de 4 à 6 ans tendent à présenter moins de troubles intériorisés. Dans un deuxième temps, les résultats révèlent que la relation coparentale influence le développement socio-affectif des enfants et que l’hostilité indirecte constitue le facteur de risque le plus marqué. Cet effet est toutefois modulé par l’âge des enfants. Enfin, nous avons mis en évidence l’influence des caractéristiques du contexte, à savoir la relation post-conjugale, le degré d’hostilité pré-séparation et le type d’accord formulé par les parents sur leur développement. Toutefois, il s’avère que cette influence n’est pas directe mais médiatisée par la relation coparentale.L’ensemble des résultats obtenus nous permet de proposer des perspectives de recherche et des pistes d’intervention.Mots / This thesis aims to comprehend how children in joint physical custody evolve themselves in terms of socio-emotional adaptation and quality of life and analyzing the factors that could have an impact on their socio-emotional development. This study is based on a theoretical eco-systemic approach (Bronfenbrenner, 2005). Considering person, family and context to be the scales of comparision for the development of these children. The operational model of« the Process–Person–Context–Time » (Bronfenbrenner, 1996), allowed us to analyze the contribution of the aforementioned factors on these children.According to this perspective, 38 families having 56 children between the ages 4-12 years old in joint physical custody participated in this study through a questionary. The socio-emotional development was analyzed by taking into account the « Autoquestionnaire Qualité de vie-Enfant-Imagé » (A.U.Q.U.E.I. ; Manificat & Dazord, 1997) and the « Child Behavior Checklist » (C.B.C.L. ; Achenbach, 1991). The mothers and/or the fathers were also queried to evaluate their parenting abilities by using several tools as follows the « Coparental Interaction Scale » (Ahrons & Wallisch, 1987), the « Parenting Alliance Inventory » (Abidin & Brunner, 1995) and the « Post-Divorce Conflict Scale » (Sonnenblick & Scharwz, 1992). The post-conjugal relationship was analyzed by the following « Coparental Interaction Scale, nonparental dimension » (Ahrons & Wallisch, 1987) and « Attachment Scale » (Kitson, 1982).Our principal results indicate that children in joint custody testify globally a satisfactory quality of life particularly in the sphere of family upbringing. Also approximately three quarters of the total children can be placed in the non- pathological zone on the internalized adaptation and the externalized adaptation scale. Amongst the factors taken into consideration, we note that first of all there is a significant effect of the sex and age of the children between 4 to 6 years tend to show less personal internalizing problems. While the girls can be placed on the pathological scale of externalizing adaptation in a larger number compared to the boys. Secondly, the results reveals that the co-parental relationship influences the socio-emotional development of children and that the covert hostility constitutes the most raddled risk factor. However, this result varies according to the age of children. Finally, the impact of the characteristics of the context is highlighted, namely the post-conjugal relationship, the degree of hostility before the separation and the type of agreement that the parents express of their children’s development. Nevertheless, it is proved that this influence is indirect but moderated by the co-parental relationship.The total of the obtained results allows us to propose new perspectives and leads for intervention.

Made available in DSpace on 2016-04-29T14:16:47Z (GMT). No. of bitstreams: 1 DISSERTACAO REVISADA com genograma.pdf: 1552147 bytes, checksum: 8c5a4bc549c9c200d91f09ae5ffeef93 (MD5) Previous issue date: 2006-05-19 / In this work we accomplished a study in quantitative and qualitative levels on the Requests for Custody at The Childhood and Youth Jurisdiction at the District of Santos.We have as subject the intergenerational socio-affective relations that occur in the requests for children custody required by the grandmother on the mother s side. Our goal is identifying the demand and knowing the affectivity present in families under this situation. In the quantitative level, we verified that, in the period from July 2004 to March 2005, the Requests for Custody were the kind of process litigated in second position. Among the Social Workers, the Requests for Custody were in first position. Considering the families involved in Requests for Custody, the indication was that the majority in situation of poverty. Among the solicitors, the grandmother on the mother s side was remarkable. In the qualitative level, the research was developed, through two families, considering two axes that are interconnected and superposed. The first axis, having the affectivity as its category, characteristic of family relations and family living when we work with the themes of characterization of feelings and the tensions that constitute and engender the Requests for Custody. The other axis, having the social and individual disqualification as its category, refers to the interface of the family with the social context and the ethical-political suffering. We concluded that there is the need for higher attention from public policies in the town in order to include families with children in custody condition and also that these situations must be analyzed very carefully by the social workers due to the impressive demand and their complexity. At last, these requests must not be another responsibility for the family due to the inefficiency of the system of social protection as well as these families need a collective space for sheltering and elaborating their affectivity / Neste trabalho realizamos um estudo no plano quantitativo e qualitativo sobre os Pedidos de Guarda na Vara da Infância e Juventude na Comarca de Santos. Temos como objeto, as relações socioafetivas intergeracionais que ocorrem nos Pedidos de Guarda de criança, requeridos pelas avós maternas; como objetivos, identificar tais pedidos e conhecer as relações socioafetivas familiares na perspectiva intergeracional que sustentam as demandas de guarda. No plano quantitativo, constatamos que no período de julho de 2004 a março de 2005, o Pedido de Guarda foi o tipo de processo autuado em segundo lugar. Na demanda para os Assistentes Sociais, o Pedido de Guarda aparece em primeiro lugar. Em relação às famílias envolvidas em Pedido de Guarda a indicação foi de que a maioria está em situação de pobreza. Dentre os requerentes destacou-se a avó materna. No plano qualitativo, por meio de duas famílias selecionadas, a pesquisa se desenvolveu por dois eixos que se interligam e se sobrepõem: um, próprio das relações e vivências familiares, com a categoria da afetividade,quando trabalhamos com os temas da qualificação dos sentimentos e as tensões que compõem e gestam os Pedidos de Guarda; outro, relacionado à interface da família com o sociopolítico, com as categorias de desqualificação pessoal e social, e o sofrimento ético-político. Concluímos que estas situações devam ser analisadas comgrande atenção pelos assistentes sociais devido à expressividade da demanda e sua complexidade e que se faz necessário uma maior atenção de políticas públicas na cidade que inclua as famílias com crianças em situação de guarda. Enfim, que tais pedidos não devam ser mais uma responsabilização da família pela ineficiência do sistema de proteção social e que estas famílias necessitam de um espaço coletivo para acolhimento e elaboração de sua afetividade

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)

Submitted by Ana Carla Almeida (ana.almeida@ucsal.br) on 2017-10-04T18:48:06Z No. of bitstreams: 1 DISSERTACAOPEDROSPINOLA.pdf: 1798430 bytes, checksum: d931cd63837d7f7c5263d1a442666c99 (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2017-10-04T20:05:15Z (GMT) No. of bitstreams: 1 DISSERTACAOPEDROSPINOLA.pdf: 1798430 bytes, checksum: d931cd63837d7f7c5263d1a442666c99 (MD5) / Made available in DSpace on 2017-10-04T20:05:15Z (GMT). No. of bitstreams: 1 DISSERTACAOPEDROSPINOLA.pdf: 1798430 bytes, checksum: d931cd63837d7f7c5263d1a442666c99 (MD5) Previous issue date: 2017-08-10 / Vislumbrando as transformações nas interações de família e a ampla influência da afetividade atualmente no Direito, este trabalho analisa as regras de Direito Sucessório e propõe, na tentativa de levar a afetividade a este citado ramo jurídico, a possibilidade de a relação de cuidado entre o herdeiro e o autor da herança ser considerada na avaliação da legitimidade para suceder, ainda mais nos casos de multiparentalidade. O cuidado se imporia como um encargo a ser cumprido para se estar legitimado a herdar. Essa proposta se enquadra no objetivo geral deste trabalho que é ensejar, aplicando a interdisciplinaridade, a concepção, interpretação e operação do Direito para além do viés dogmático-legalista. A imposição do cuidado como requisito para suceder é um modo de evitar que a sucessão seja motivada exclusivamente pela pretensão patrimonial, sendo esta asserção, de considerar o cuidado como requisito sucessório, o objetivo específico de que trata esta dissertação. Neste trabalho se utilizou de pesquisa exploratória e qualitativa, com revisão bibliográfica e análise documental, além de interpretação e cruzamento de conhecimentos e informações obtidos em referenciais teóricos da Sociologia e do Direito. Este estudo se reveste de importância, pois pretende ensejar uma nova visão acerca das normas sucessórias, desejando abrir campo para outras discussões que possam promover o aprofundamento das ideias aqui trazidas. / Glimpsing the transformations in the family interactions and the wide influence of affectivity currently in the Law System, this work analyzes the rules of succession law and proposes, in an attempt to bring the affectivity to this branch of Right, the possibility that the care relationship between the heir and the author of the inheritance be considered in the assessment of the legitimacy to succeed, Even more so in cases of multiparentality. Care would be imposed as a burden to be fulfilled to be legitimated to inherit. This proposal fits the general objective of this work, which is to introduce, applying the interdisciplinary, the conception, interpretation and operation of the Law beyond the dogmatic-legalist bias. The imposition of care as a requirement to succeed is a way to avoid that the succession is motivated exclusively by the claim of property, being this assertion, to consider care as an inheritance requirement, the specific objective of this dissertation. For that, we used exploratory and qualitative research, with bibliographic review and documentary analysis, as well as the interpretation and intersection of knowledge and information obtained in theoretical references of Sociology and Right. This study is important because it aims to provide a new vision about succession norms, wishing to open the field to other discussions that may promote the deepening of the ideas brought here.

Along with the constitutionalizing of private law, family law especially, dignity of human person is the north of legal order since creation of rule until application. The clause of affection arises, mitigating ancient pillars of family, such as kinship and marriage, while organizing the dynamics of that institution. Under the mantle of these two principles, a stable union becomes family entity, homosexual marriage is legalized and the socioaffective paternity consolidates itself through solidarity and mutual respect in the everyday life, being a reality in Brazilian law. A brief analysis about de civil name (historic, juridical nature, composition and hypothesis of alteration/rectification) shown as a personality element, identifier and individualizer of person in society, reason by what arise the right of carry a name that don’t remember the anguish arising out of the paternal abandonment and, mainly, matches with actual family reality. It is argued about the inclusion of the socio-affective father on private record of son, addressing the main jurisprudential and doctrinal positions existing on Brazil, just like the juridical effects arising from this act. In this way, it is indispensable talk about the two main consequences immediate of inclusion: multi-parenting and the exclusion of genitor of private record. This study presents a general viewer about the phenomenon of constitutionalizing of private law on Brazil, identify the dignity of human person and the affection like guide principles of elaboration and application of juridical rules related to private law, highlight the civil name of person like a human dignity component and show the inclusion of socio-affective father on private record of son as an instrument of concretization of constitutional values. / Com a constitucionalização do Direito Civil, em especial do Direito de Família, tem-se a dignidade da pessoa humana como norteadora do ordenamento jurídico desde a criação da norma até sua aplicação. Nesse diapasão, reconhece-se o princípio da afetividade, o qual mitiga os antigos pilares da família, consanguinidade e casamento, ao passo que reorganiza as relações dessa instituição. Sob o manto destes dois princípios, a união estável ganha status de entidade familiar, o casamento homoafetivo é legalizado e a paternidade socioafetiva, firmada na solidariedade, no respeito mútuo e no relacionamento diário, torna-se uma realidade na legislação, jurisprudência e doutrina brasileiras. Uma breve análise sobre o nome civil (histórico, natureza jurídica, composição e hipóteses de alteração/retificação) o apresenta como elemento da personalidade, identificador e individualizador da pessoa na sociedade, razão pela qual exsurge o direito de portar um nome que não remeta às angústias decorrentes do abandono paterno e, principalmente, corresponda à sua realidade familiar. Discutese ainda sobre a inclusão do pai socioafetivo no Registro Civil do filho, abordando os principais posicionamentos jurisprudenciais e doutrinários existentes no Brasil, bem como os efeitos jurídicos decorrentes de tal medida. Para tanto, torna-se imprescindível discorrer sobre as duas principais consequências imediatas da inclusão, quais sejam: multiparentalidade e a exclusão do genitor do registro civil. O presente estudo visa apresentar uma visão geral do fenômeno da constitucionalização do Direito de Família no Brasil, identificar a dignidade da pessoa humana e a afetividade como princípios norteadores da elaboração e aplicação de normas jurídicas referentes ao Direito de Família, destacar o nome civil da pessoa natural como um dos componentes da dignidade humana e apontar a inclusão do pai socioafetivo no registro civil do filho como instrumento de concretização dos valores constitucionais.