Stricto Sensu > Família na Sociedade Contemporânea

Permanent URI for this community

https://ri.ucsal.br/handle/123456730/19
O Programa de Pós-graduação em Família na Sociedade Contemporânea (PPGFSC) completa 13 anos de existência no ano 2017. Ele nasceu com a proposta de tomar a família como objeto de estudo nas suas várias dimensões, tendo como especificidade investigar, numa perspectiva interdisciplinar, as mudanças pelas quais passam as famílias contemporâneas. O PPGFSC incorpora estudos sobre as relações interpessoais da esfera doméstica como também pesquisas envolvendo as relações estabelecidas entre a sociedade e as famílias, em diversos contextos econômicos e culturais.

Browse

Browsing Stricto Sensu > Família na Sociedade Contemporânea by Author "Almeida, Carla Verônica Albuquerque"

Now showing 1 - 4 of 4
  • No Thumbnail Available
    Item
    Biografia e percursos acadêmicos e familiares de estudantes com sofrimento mental
    (Universidade Católica do Salvador, 2017-07-21) Brito, Eliana Sales; Rabinovich, Elaine Pedreira; lattes.cnpq.br/1594550972937138; Nunes, Mônica de Oliveira; Souza, Elizeu Clementino de; Almeida, Carla Verônica Albuquerque; Costa, Lívia Alessandra Fialho da
    This study is part of the perspective of the biographical approach, represented by the method of life narratives, which seeks to construct meanings based on experiences lived by the individual himself, subject of his own history. Thesis deals with the academic and family trajectories of students suffering from mental illness, their personal and family trajectories, on students who are enrolled in Nursing and Physiotherapy courses at the Catholic University of Salvador and with suspicion of depressive symptoms. Research was delineated in a quantitative and qualitative method, being conducted in two stages: in the first, a prevalence study was carried out to estimate the frequency of depressive symptoms in the study population and to track second-stage informants through application of a sociodemographic questionnaire and academic profile and the Self-Reporting Questionnaire (SRQ-20). The questionnaire was applied in the classroom of all the semesters of said courses, counting on the participation of 185 students of Nursing and 101 of Physiotherapy. Results showed a prevalence of depressive symptoms of 44.8%, with a higher frequency for Nursing students (59.4%). For the second stage were selected for convenience, students classified as suspects of depressive symptoms using the SRQ-20 score. Data were collected through a narrative interview, which allows, through listening, to generate data about the stories of the individual and to apprehend meanings and interpretations that each gives to her own existence. For the analysis of the interviews, the technique of comprehensive analysis was employed. Ten students, six Nursing and four Physiotherapy students were interviewed, nine women, aged between 19 and 40 years, with family income of up to two minimum wages; seven of them are the first of the family to enter higher education. Admission to the university for these young people who already have a history of depressive symptoms requires major effort from them to cope with the stressful situations of academic life and forces them to operate with the material, pedagogical and emotional resources that are not always accessible. These young people "survive" the stressors, at the cost of an even greater effort, triggering forces in a direction that can construct senses to their existence.
  • No Thumbnail Available
    Item
    Desafios contemporâneos da participação do pai na constituição do eu: uma visão winnicottiana
    (Universidade Catolica de Salvador, 2015-12-21) Bitencourt, Ana Carolina Lima Neiva; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br/1594550972937138; Menezes, José Euclimar Xavier de; http://lattes.cnpq.br/5194408237403794; Moreira, Lúcia Vaz de Campos; http://lattes.cnpq.br/8863706292628331; Almeida, Carla Verônica Albuquerque
    This theoretical study takes the contemporary fatherhood practices and its effects to psychic development of the child as the main object of investigation. It seeks to analyze the major effects of the contemporary malaise for fatherhood and for development of the self in childhood, within the current family models, trough the perspectives of Winnicott's theory. For this purpose, this investigation tried to identify the main contemporary reflexes to ongoing family models, attempt to bring together the Winnicott’s personal maturation theory and the fathership habits in vogue. As such, this research explores the modern preeminent defiances for the development for the child’s self and for the process to become a father nowadays. This investigation has a qualitative nature and consists of a theoretical study that adopts the logical and deductive method, starting from general theories about contemporaneity and Winnicott’s personal maturation and then applying it to the main object of this investigation. Trough analytical-synthetic procedures, the most important findings were discussed and pointed to a emerging model of fatherhood that results from women’s emancipation and the weakening of the institutions, stereotypes and relationships. Moreover, an apparent transformation was noticed in the way of being a father who seems to be driven by the desire to be a father and not only by the duty of being a financial provider. Some of the most relevant Winnicottian concepts also were used to strengthen the reflections about the challenges of being a father today. To conclude, this investigation recognizes the need for future field researches dedicated to mapping the different models of contemporary fatherhood within various cultural contexts and the importance of diachronic analysis of the manifestation of the so called desire to be a father.
  • No Thumbnail Available
    Item
    Família, escola e práticas lúdicas: o enlace bioecológico para o desenvolvimento integral de estudantes dos anos iniciais do ensino fundamental
    (Universidade Católica do Salvador, 2021-03-30) Santos, Rosana Assis dos; Silva, Edileide Maria Antonino da; http://lattes.cnpq.br/; Santos, José Eduardo Ferreira; http://lattes.cnpq.br/; Moreira, Lúcia Vaz de Campos; http://lattes.cnpq.br/; Zucaloto, Patrícia Carla Silva do Vale; http://lattes.cnpq.br/; Almeida, Carla Verônica Albuquerque; http://lattes.cnpq.br/; Bastos, Ana Clara de Sousa Bittencourt; http://lattes.cnpq.br/
    The present work aims to reflect on the importance of bonding family- school- playful practices to promote the development of students in the early years of Elementary School in the school context, aiming at their cognitive, emotional and social dimension. In this regard, it was sought to investigate the educational actions that involve the family with a view to the integral development of students proposed by the educators of the early years. The research was qualitative with an exploratory character, and it was executed at a municipal public school in Salvador with the participation of the Principal and teachers from the 1st to the 3rd grades, whose students are between 6 and 9 years old. Using semi-structured interviews, it was possible to collect data from these informants with the objective of answering the researcher's questions: Considering the importance of the family partnership and the playfulness, to what extent the educational actions in the school context in the early years of elementary school have an integral development proposal? The theoretical framework defined for the adopted methodology was the Bioecological Theory of Human Development, by psychologist and professor Urie Bronfenbrenner who created the PPCT (Process-Person-Context-Time) model, whose key concepts mutually influence the subject's development, due to they are interconnected. For a greater substantiation of the themes related to the work presented here, a literature review was carried out, bringing contributions from Winnicott (1983; 2000), Levi-Strauss (1980), Donati (2008) among other theorists who talk about family and family relations. It was sought in Bourdieu (2007) and Foucault (2013) critical reflections that persist over space and time, about the school institution and its functionality, besides a survey of the Brazilian educational laws that support the integral development of the individuals in formation. The importance of playful practices found in studies by Kishimoto (2014; 2019), Brougère (2010) and other authors of equal relevance was discussed. The results found showed that the family-school relationship remains a challenge when it comes to educational practices for the integral development of the student, becoming a knot that to be transformed into a bond, playful school actions are necessary and able to create the link so desired. This study brings in its 11 contents theoretical knowledge, data survey, and results from research that aim to contribute to a greater investment in the family-school-playful practices relationship, identifying the knots, propitiating bonds, and promoting the link with a view to the integral development of students in the school context.
  • No Thumbnail Available
    Item
    Narrativas de professoras da educação infantil: formação, prática docente e relação com as famílias em uma instituição comunitária
    (Universidade Católica do Salvador, 2018-12-19) Leal, Teresa Cristina Merhy; Almeida, Carla Verônica Albuquerque; http://lattes.cnpq.br; Moreira, Lúcia Vaz de Campos; http://lattes.cnpq.br; Almeida, Márcia Tereza Fonseca; http://lattes.cnpq.br; Santos, Luciene Souza; http://lattes.cnpq.br; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br; Santos, José Eduardo Ferreira; http://lattes.cnpq.br
    This PhD thesis has emerged from my trajectory as a preschool teacher, from the challenges that followed it and took form in the commitment with children and their childhood years, and subsequently from my experience as a professor and coordinator of a Pedagogy course. In this trajectory, moved by my experiences and challenges, a concern became latent and motivated the key issue of this research: what do narratives of preschool teachers from a Community Institution in the city of Salvador, Bahia reveal about their education process, teaching practice and their relation with the children’s families? To that end, I elected as the main objective of this study: to understand, from the teachers’ narratives, their education route, their teaching practice journey and their relationship with the children’s families. This investigation took a qualitative approach path, based on the narrative inquiry (Clandinnin and Connelly, 2011; Souza, 2004, Momberger, 2015). Through the narrative interviews with three female teachers articulated to the perspective of the direct observation techniques and fieldworks, I analyze their close contact with the school culture. The data collection process provided me with the development of analytical and interpretative unities about the teachers’ childhood memories, which express the [dis]pleasure of their experiences with the reality that affect them in their family relations and school life, surrounded by rigor, games and learning. Concerning the teacher’s education and teaching practice, the narratives point out that the experience knowledge of the teachers of the Community Preschool/Child Care is a constant challenge when they deal with the little schooling of the parents, violence, drugs and financial limitations that affect the family eating habits. Those aspects were pointed by the teachers as inhibitors of a child’s development once such a social vulnerability directly impacts the child behavior at school. The imagined planning contradicts the real planning through the physical structure of the place, which is not arranged in compliance with the age group of children from four to five years old. By contrast, the actions and reactions of the teachers denote the resilience that emerges as a step to overcome the obstacles, on behalf of the child development and the relationship between schools and families. The inferences about the physical and emotional well-being with regard to the educational limits, which is still underrepresented in the family education, find in the education sphere the affection as a fundamental element in the relationship between teachers and children. The discourses that are displayed, in an explicit or implicit way, announce and denounce that the teachers’ conceptions of family still reproduce the idealization of a nuclear and traditional family composition. On the other hand, those discourses also break with the notions of conjugality, single mothers’ family formation, and the family responsibility transfer in relation to the act of teaching and caring to the investigated Community Preschool and Child Care.