Browsing by Author "Azambuja, Rosa Maria da Motta"

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    Análise documental em dissertações e teses: educação e contextos familiares no Programa de Família na Sociedade Contemporânea (2014-2024)
    (UCSal, Universidade Católica do Salvador, 2025-09-05) Azambuja, Rosa Maria da Motta; Rabinovich, Elaine Pedreira (Superv.)
    O estudo da família, constitui um amplo campo de investigação, tendo em vista o interesse de pesquisadores nas áreas das ciências humanas e sociais. O presente trabalho de pesquisa teve como objetivo investigar o que foi produzido sobre o tema “Educação”. Trata-se de uma revisão integrativa em dissertações e teses, desenvolvida e fundamentada em análise de bases de dados no Programa de Família na Sociedade Contemporânea da Universidade Católica do Salvador, na linha de pesquisa “Contextos familiares e subjetividade”, onde abriga as pesquisas que abordam as relações familiares em diversos contextos. Inclui, ainda, estudos sobre as implicações de tais relações na constituição da subjetividade. Assim, o recorte temporal estabelecido para o estudo foi o período de 2014 a 2024, com a finalidade de mapear e discutir as pesquisas nos últimos dez anos. A questão que norteou a elaboração desta revisão consistiu em: Qual é a produção científica disponíveis sobre educação, temáticas e lacunas que emergem das pesquisas no Programa? A coleta de dados foi realizada on-line nas seguintes bases de dados: Biblioteca Digital Brasileira de Dissertações e Teses (BDBDT); Repositório Institucional (UCSAL). A opção por trabalhar apenas com artigos disponíveis eletronicamente foi baseada no fato de que essa produção é arbitrada e viável para acesso e com a consulta do texto completo. Foram levantadas as seguintes categorias de análise: (1) temáticas; (2) objetivos; (3) abordagens teóricas (4) abordagens metodológicas; (5) lacunas. A análise, quanto as sínteses dos dados extraídos dos estudos foram realizadas de forma descritiva, possibilitando observar, contar, descrever e classificar os dados, com o intuito de reunir o conhecimento produzido sobre o tema explorado na revisão. Em relação ao delineamento da pesquisa foi pautado em expoentes da área. Os resultados indicaram que os temas mais recorrentes nos estudos enfatizam os termos: escola, ensino, aluno e família. Os objetivos estiveram alinhados aos temas propostos. Observou-se grande variedade nas abordagens teóricas, considerando o caráter multidisciplinar do programa, que abrange tanto os temas investigados quanto as áreas de formação dos pesquisadores com predominância da abordagem qualitativa. As lacunas identificadas na literatura indicam a necessidade de aprofundamento das investigações. Por fim, evidenciou-se que a parceria entre família e escola, somada ao uso de metodologias de ensino eficazes, constitui base relevante para a educação, contribuindo para o processo de ensino e aprendizagem.
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    O cuidar dos avós visto pelos netos em idade escolar
    (Universidade Catolica de Salvador, 2016-03-04) Azambuja, Rosa Maria da Motta; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br/1594550972937138; Motta, Alda Brito da; Dias, Cristina Maria de Souza Brito; Ramos, Maria da Conceição Pereira; Ramos, Maria Natália Pereira; Alcântara, Miriã Alves Ramos de
    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.
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    A escuta das crianças sobre o brincar com os avós
    (Universidade Católica do Salvador, 2015-10) Azambuja, Rosa Maria da Motta; Rabinovich, Elaine Pedreira; UCSAL, Universidade Católica do Salvador
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    Parentalidade: relacionamento entre pais e filhos pesquisa realizada na cidade de Salvador- Ba
    (Universidade Católica do Salvador, 2014-10) Torres, Ogvalda Devay de Sousa; Azambuja, Rosa Maria da Motta; Mattos, Isabela Alves; UCSAL, Universidade Católica do Salvador
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    O vinculo nas relações familiares em crianças com dificuldade de aprendizagem
    (Universidade Católica do Salvador, 2011) Azambuja, Rosa Maria da Motta; Alcântara, Miriã Alves Ramos de; http://lattes.cnpq.br/; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br; Pereira, Débora Silva de Castro; http://lattes.cnpq.br
    This study takes as its object the family ties of children with poor academic performance by adopting a relational perspective, which enables the observation of the family as a subject that is likely to establish meaningful relationships among its members. In order to analyze how the family deals with the child’s learning difficulty in the face of his/her poor school performance, a case study was performed in a private school located in a lower-middle-class community in the city of Salvador, whose project was submitted and approved by the Committee of Ethics in Research. Three children took part in the study; two female students, at the age of seven and eight years, who study at the Second Grade of Elementary School, and one male student, at the age of seven, studying at the First Grade of ES; along with their parents. From the basic question, concerning the way parents deal with their children’s difficulty of learning, two procedures were held: the assessment of the children’s learning, using instruments from Visca’s convergent perspective and, then, the analysis of the parent-child interaction, with instruments from the systems theory of the family (collaborative game and genogram). It was found that the children express family bonds characteristic of dependence; that the parental educative practices are conveyed through an authoritarian model with greater control, imposed rules, little support for the child, a lot of demand and lack of affection; that the strategies used by the parents to guide their children’s behavior are characterized by the direct use of force, including physical punishment or the use of intimidation; ultimately, it was found that the present methods for teaching and learning restrict the development of learning because they reduce the child's spaces of choice. In addition, the research demonstrates the quality of the school, the low parental academic education and living in a violent neighborhood as factors that may interfere with learning difficulty and that, therefore, have to be better investigated in future studies.