Representação parental sobre a criança com altas habilidades ou superdotação
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15920 |
Resumo: | The family institution is the first social nucleus present in the life of the individual and contributes fundamentally as a central reference point in the process of human development. However, since it is formed by several members that acts in its subjective constitution, it is recommended that investigations involving the family delimit the focus on existing relationships. For this reason, the intention of this research was to investigate the representations about giftedness through the parental figure, that is, the father, mother or other responsible adult, who assumes the role of ensuring the care, education and development of children. Assuming that raising a child with atypical development is a challenge, the guiding question of the research was: what do parents think about the giftedness indicated in their children? The main objective was to know the parental representation about the giftedness displayed in their children. The specific objectives were: a) to verify and analyze the meanings attributed by the participants to the giftedness and; b) to point out how the parental representation about the giftedness can interfere in their children's lives. For this purpose, the research was set up with a descriptive approach and adopted the Collective Subject Discourse methodology for the treatment of the data collected in a qualitative and quantitative way, describing the individual’s thoughts collectively and evaluating the degree of sharing and distribution of this thought in the group. To collect the data, the semi-structured interview was used and the sample consisted of nine (9) mothers of preschool children with giftedness. The results indicated that parents' representation about giftedness involves knowledge produced by common sense, which changes in relation to the identification of giftedness in the child. Feelings such as fear and worry are present in the lives of these parents, especially by comparison with personal experiences lived, which may interfere with the child's education. Furthermore, it was possible to verify from the selected sample the recognition of characteristics of giftedness by the participants in themselves and in close relatives after the identification of the children. The social relevance of the research is justified by the importance of the family in the education and socio-emotional development of children. Thus, knowing the aspects involved in having children identified with high potential can contribute to advances in the field, in addition to guiding the development and implementation of work involving preschool children indicated with giftedness and their family, in schools and centers and associations that serv this public. |
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Braz, Paula PaulinoRangni, Rosemeire de Araújohttp://lattes.cnpq.br/6399149504309769http://lattes.cnpq.br/7708298574440290b373653d-6b7e-4521-b6bd-1935d847d3922022-04-26T14:52:27Z2022-04-26T14:52:27Z2022-02-21BRAZ, Paula Paulino. Representação parental sobre a criança com altas habilidades ou superdotação. 2022. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15920.https://repositorio.ufscar.br/handle/ufscar/15920The family institution is the first social nucleus present in the life of the individual and contributes fundamentally as a central reference point in the process of human development. However, since it is formed by several members that acts in its subjective constitution, it is recommended that investigations involving the family delimit the focus on existing relationships. For this reason, the intention of this research was to investigate the representations about giftedness through the parental figure, that is, the father, mother or other responsible adult, who assumes the role of ensuring the care, education and development of children. Assuming that raising a child with atypical development is a challenge, the guiding question of the research was: what do parents think about the giftedness indicated in their children? The main objective was to know the parental representation about the giftedness displayed in their children. The specific objectives were: a) to verify and analyze the meanings attributed by the participants to the giftedness and; b) to point out how the parental representation about the giftedness can interfere in their children's lives. For this purpose, the research was set up with a descriptive approach and adopted the Collective Subject Discourse methodology for the treatment of the data collected in a qualitative and quantitative way, describing the individual’s thoughts collectively and evaluating the degree of sharing and distribution of this thought in the group. To collect the data, the semi-structured interview was used and the sample consisted of nine (9) mothers of preschool children with giftedness. The results indicated that parents' representation about giftedness involves knowledge produced by common sense, which changes in relation to the identification of giftedness in the child. Feelings such as fear and worry are present in the lives of these parents, especially by comparison with personal experiences lived, which may interfere with the child's education. Furthermore, it was possible to verify from the selected sample the recognition of characteristics of giftedness by the participants in themselves and in close relatives after the identification of the children. The social relevance of the research is justified by the importance of the family in the education and socio-emotional development of children. Thus, knowing the aspects involved in having children identified with high potential can contribute to advances in the field, in addition to guiding the development and implementation of work involving preschool children indicated with giftedness and their family, in schools and centers and associations that serv this public.A instituição familiar é o primeiro núcleo social presente na vida do indivíduo e, por isso, contribui fundamentalmente como ponto de referência central no processo de desenvolvimento humano. Entretanto, por ser formada de diversos membros que atuam em sua constituição subjetiva, é recomendado que as investigações que envolvam a família delimitem o foco nas relações existentes. Por este motivo, a intenção desta pesquisa foi investigar as representações sobre as altas habilidades ou superdotação (AHSD) por meio da figura parental, ou seja, o pai, a mãe ou outro adulto responsável, que assume a função de assegurar o cuidado, a educação e o desenvolvimento das crianças. Ao pressupor que a educação de uma criança com desenvolvimento atípico é um desafio, a questão norteadora da pesquisa foi: o que pensam os pais sobre as AHSD indicadas em seus filhos (as)? O objetivo principal foi conhecer a representação parental sobre as AHSD apresentadas em seus filhos (as). Os objetivos específicos foram: a) Verificar e analisar os sentidos atribuídos pelos participantes às AHSD e; b) Apontar como a representação parental sobre as AHSD podem interferir na vida de suas crianças. Para tal, a pesquisa se configurou com abordagem descritiva e adotou a metodologia do Discurso do Sujeito Coletivo (DSC) para o tratamento dos dados coletados, de forma qualiquantitativa, descrevendo o pensamento dos sujeitos em coletividade e aferindo o grau de compartilhamento e distribuição desse pensamento no grupo. Para coletar os dados, optou-se pelo uso da entrevista semiestruturada e a amostra foi composta por nove (9) mães de crianças de idade pré-escolar, com AHSD. Os resultados indicaram que a representação parental sobre AHSD envolve conhecimentos produzidos pelo senso comum, que alteram a partir da identificação das AHSD na criança. Sentimentos como medo e preocupação estão presentes na vida desses pais, especialmente pela comparação com experiências pessoais vivenciadas, que podem interferir na educação da criança. Além disso, foi possível verificar, a partir da amostra selecionada, o reconhecimento de características de AHSD pelas participantes em si e em parentes próximos, após a identificação das crianças. A relevância social da pesquisa se justifica pela importância da família na educação e no desenvolvimento socioemocional das crianças. Por isso, conhecer os aspectos que envolvem ter filhos (as) identificados (as) com alto potencial buscou contribuir para os avanços sobre a temática, além de nortear a elaboração e a implementação do trabalho que envolvam crianças pré-escolares indicadas com AHSD e sua família, nas escolas e nos centros e associações de atendimento a esse público.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)132180/2020-0porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação especialAltas habilidades ou superdotaçãoFamíliaParentalidadeDiscurso do sujeito coletivoSpecial educationGiftednessFamilyParentingDiscourse of the collective subjectCIENCIAS HUMANAS::EDUCACAORepresentação parental sobre a criança com altas habilidades ou superdotaçãoParents representation about gifted childinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis6006003fb77af2-44c3-47fd-97f3-7f38c4a68f4creponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALPaulaPBraz_Dissertação.pdfPaulaPBraz_Dissertação.pdfDissertação versão finalapplication/pdf1507195https://repositorio.ufscar.br/bitstream/ufscar/15920/4/PaulaPBraz_Disserta%c3%a7%c3%a3o.pdf4020c0e8b12c1cebb815e15ba42a014fMD54Carta autorização para autodepósito.pdfCarta autorização para autodepósito.pdfCarta de autorização da orientadoraapplication/pdf138214https://repositorio.ufscar.br/bitstream/ufscar/15920/2/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdfd316e568294d57a38f0f745a04f87ecfMD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15920/5/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD55TEXTPaulaPBraz_Dissertação.pdf.txtPaulaPBraz_Dissertação.pdf.txtExtracted texttext/plain296919https://repositorio.ufscar.br/bitstream/ufscar/15920/6/PaulaPBraz_Disserta%c3%a7%c3%a3o.pdf.txt34b5159e99ba04e9fdb28b2700b47da3MD56Carta autorização para autodepósito.pdf.txtCarta autorização para autodepósito.pdf.txtExtracted texttext/plain1865https://repositorio.ufscar.br/bitstream/ufscar/15920/8/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.txt021f120c3e72131bc8685075638c2272MD58THUMBNAILPaulaPBraz_Dissertação.pdf.jpgPaulaPBraz_Dissertação.pdf.jpgIM Thumbnailimage/jpeg4859https://repositorio.ufscar.br/bitstream/ufscar/15920/7/PaulaPBraz_Disserta%c3%a7%c3%a3o.pdf.jpg86a4a51e4fd7a2186f9933bfc49b25a4MD57Carta autorização para autodepósito.pdf.jpgCarta autorização para autodepósito.pdf.jpgIM Thumbnailimage/jpeg13410https://repositorio.ufscar.br/bitstream/ufscar/15920/9/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.jpga7c63c3f6982c2c493ce386400d052ebMD59ufscar/159202023-09-18 18:32:18.808oai:repositorio.ufscar.br:ufscar/15920Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:18Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Representação parental sobre a criança com altas habilidades ou superdotação |
dc.title.alternative.eng.fl_str_mv |
Parents representation about gifted child |
title |
Representação parental sobre a criança com altas habilidades ou superdotação |
spellingShingle |
Representação parental sobre a criança com altas habilidades ou superdotação Braz, Paula Paulino Educação especial Altas habilidades ou superdotação Família Parentalidade Discurso do sujeito coletivo Special education Giftedness Family Parenting Discourse of the collective subject CIENCIAS HUMANAS::EDUCACAO |
title_short |
Representação parental sobre a criança com altas habilidades ou superdotação |
title_full |
Representação parental sobre a criança com altas habilidades ou superdotação |
title_fullStr |
Representação parental sobre a criança com altas habilidades ou superdotação |
title_full_unstemmed |
Representação parental sobre a criança com altas habilidades ou superdotação |
title_sort |
Representação parental sobre a criança com altas habilidades ou superdotação |
author |
Braz, Paula Paulino |
author_facet |
Braz, Paula Paulino |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7708298574440290 |
dc.contributor.author.fl_str_mv |
Braz, Paula Paulino |
dc.contributor.advisor1.fl_str_mv |
Rangni, Rosemeire de Araújo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6399149504309769 |
dc.contributor.authorID.fl_str_mv |
b373653d-6b7e-4521-b6bd-1935d847d392 |
contributor_str_mv |
Rangni, Rosemeire de Araújo |
dc.subject.por.fl_str_mv |
Educação especial Altas habilidades ou superdotação Família Parentalidade Discurso do sujeito coletivo |
topic |
Educação especial Altas habilidades ou superdotação Família Parentalidade Discurso do sujeito coletivo Special education Giftedness Family Parenting Discourse of the collective subject CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Giftedness Family Parenting Discourse of the collective subject |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The family institution is the first social nucleus present in the life of the individual and contributes fundamentally as a central reference point in the process of human development. However, since it is formed by several members that acts in its subjective constitution, it is recommended that investigations involving the family delimit the focus on existing relationships. For this reason, the intention of this research was to investigate the representations about giftedness through the parental figure, that is, the father, mother or other responsible adult, who assumes the role of ensuring the care, education and development of children. Assuming that raising a child with atypical development is a challenge, the guiding question of the research was: what do parents think about the giftedness indicated in their children? The main objective was to know the parental representation about the giftedness displayed in their children. The specific objectives were: a) to verify and analyze the meanings attributed by the participants to the giftedness and; b) to point out how the parental representation about the giftedness can interfere in their children's lives. For this purpose, the research was set up with a descriptive approach and adopted the Collective Subject Discourse methodology for the treatment of the data collected in a qualitative and quantitative way, describing the individual’s thoughts collectively and evaluating the degree of sharing and distribution of this thought in the group. To collect the data, the semi-structured interview was used and the sample consisted of nine (9) mothers of preschool children with giftedness. The results indicated that parents' representation about giftedness involves knowledge produced by common sense, which changes in relation to the identification of giftedness in the child. Feelings such as fear and worry are present in the lives of these parents, especially by comparison with personal experiences lived, which may interfere with the child's education. Furthermore, it was possible to verify from the selected sample the recognition of characteristics of giftedness by the participants in themselves and in close relatives after the identification of the children. The social relevance of the research is justified by the importance of the family in the education and socio-emotional development of children. Thus, knowing the aspects involved in having children identified with high potential can contribute to advances in the field, in addition to guiding the development and implementation of work involving preschool children indicated with giftedness and their family, in schools and centers and associations that serv this public. |
publishDate |
2022 |
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2022-04-26T14:52:27Z |
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2022-04-26T14:52:27Z |
dc.date.issued.fl_str_mv |
2022-02-21 |
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BRAZ, Paula Paulino. Representação parental sobre a criança com altas habilidades ou superdotação. 2022. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15920. |
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https://repositorio.ufscar.br/handle/ufscar/15920 |
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BRAZ, Paula Paulino. Representação parental sobre a criança com altas habilidades ou superdotação. 2022. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15920. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Universidade Federal de São Carlos Câmpus São Carlos |
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