Browsing by Author "Leal, Teresa Cristina Merhy"
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Item O estudo da família no itinerário formativo do pedagogo/ professor: concepções de docentes e formandos de um Curso de Licenciatura em Pedagogia da Cidade de Salvador(Universidade Católica do Salvador, 2011-02-28) Leal, Teresa Cristina Merhy; Moreira, Lúcia Vaz de Campos; http://lattes.cnpq.br/; Rabinovich, Elaine Pedreira; http://lattes.cnpq.br; Cruz, Antonio Roberto Seixas da; http://lattes.cnpq.brThe family-school relationship has been an object of an expressive number of researches and specialized publications concerning structural changes which happened in both socializing institutions for children, young and adult people in the Brazilian society. This study focused on the pedagogue/teacher as an articulator of the aforementioned relationship. The investigation was arisen from the principle that the students who were about to finish the undergraduate course of Pedagogy with major in teaching will work or already work in educational institutions and need to know or acknowledge the importance of the family in the learning and teaching process, strengthening a partnership which is nowadays very fragile in the face of complaints and exchange of dissatisfaction from both institutions of formation. Based on this presupposition, this Master‟s dissertation had as its general objective to investigate, in the trajectory of the pedagogue/teacher formation provided by an Undergraduate Institution in Salvador, aspects related to the knowledge and lack of studies developed about the family institution. This research is qualitative, a case-study-type which had 18 teachers as participants, a coordinator and 36 senior students who were about to graduate from the Pedagogy Course with major in teaching in the institution investigated. The syllabus was also analyzed. The tools used were: a survey applied to the teachers, another to the students and an interview guide to the coordinator. There was even a probing questionnaire among the teachers about including or not the theme of the family in their subjects. The data were analyzed, configuring categories from the obtained answers and calculating their percentage. It was noticed that, from the 40 subjects which compose the curriculum matrix of the Pedagogy Course with major in teaching, only two of them record a study about the family in their syllabi and course program. However, in 32 subjects, the teachers claim that they talk about the topic in the classroom, a datum which was confirmed afterwards by the students. In a second moment, the conceptions and configurations related to the family, the contents which deal with the family theme as well was the form off approach, time and relevance of the study were focused both to the students and to the teachers. In a third moment, a correspondence between the data obtained from the student‟s and the teacher‟s view was made, prevailing in the conception of both the predominance of informal conversations when the discussion about the family was discussed throughout the course. The other data collected in the trajectory of the research showed that there is awareness from bo teachers about the relevance/importance of the study concerning the family in the formative itinerary of the pedagogue/teacher. Although the students expressed that their formation contributed to understand and work as a pedagogue/teacher with their students‟ family, they asserted that the subjects should articulate this theme with their contents more. Both teachers and students identify, acknowledge, and make explicit gaps, when they refer to propose new forms of approach related to the theme of the family. Finally, it is possible to state that although teachers and senior students of the Course of Pedagogy with major in teaching are conscious about the relevance/importance of developing a deeper and more systemized study about families, this is not a reality in the investigative academic area yet.Item Famílias e escola como redes de apoio em contexto de vulnerabilidade social: percepções de adolescentes em distorção idade-série(Universidade Católica do Salvador, 2020-09-30) Silva, Lucielma Moreira da; Alcântara, Miriã Alves Ramos de; http://lattes.cnpq.br/; Sá, Sumaia Midlej Pimentel; http://lattes.cnpq.br/; Leal, Teresa Cristina Merhy; http://lattes.cnpq.br/; Santos, José Eduardo Ferreira; http://lattes.cnpq.br/This dissertation aims to describe the perceptions of adolescents in relation to the role of family and school support networks in school performance. This study emerged based on my professional trajectory, as a pedagogical coordinator, which led to investigate: how students / adolescents in age-year distortion, in the context of social vulnerabilities perceive the role of family and school, as elements of support networks social and affective and how this perception contributes to academic performance. Therefore, it was decided to develop the research in a public educational institution, located in a peripheral neighborhood of Salvador-Bahia. From this institution, eight adolescents, aged between 12 and 15 years, taking part in the Regularization of Flow / Accelerated Learning class participated in the research. It is a qualitative research of a descriptive approach, in which a family sociodemographic questionnaire and a semi-structured interview script composed of open questions were used for data collection, which addressed aspects related to the conceptions about the support network: families and school, the relational networks established in these contexts and their contextual and psychosocial elements considered to be difficult and facilitating by the adolescent participants. Data analysis was carried out through Content Analysis, in the thematic analysis modality, using the research technique proposed by Bardin (2011). To support the interpretation of the thematic categories, the Bioecological Approach to Human Development was used, as well as the theoretical support of authors who discuss the research topic. The study was approved by the Research Ethics Committee of the Catholic University of Salvador and the participants signed an Informed Consent Form, as well as their respective guardians signed the Informed Consent Form. The results obtained revealed that the families and the school are pointed out by the adolescents, as important pillars of support both in individual development and in school life, which encourage them to value their school process, with the perspective of building a future project through of the studies. The data also showed that the female figure is still the one that is most dedicated to care and education. Affection appeared as relevant in the educational process. It is evident the presence of an affective support network formed, mainly by parents and other guardians, grandparents, aunts, uncles and teachers. It was well known that the school was linked to a job guarantee perspective. It was also found that in the context of social vulnerabilities experienced by these young people, the school is seen as a protective and social ascension means. The reports that are presented describe families and the school as networks that promote support and involvement in school performance. For this, it is considered how important are social policies that guarantee the adolescent's permanence in the school environment.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.brThis 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.