Relação entre avós, netos e escola: uma abordagem bioecológica.

Detalhes bibliográficos
Autor(a) principal: Coelho, Maria Teresa Barros Falcão
Data de Publicação: 2018
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UNICAP
Texto Completo: http://tede2.unicap.br:8080/handle/tede/1030
Resumo: The present study is based on the Bioecological Theory of Human Development and aims to investigate the relationship between guardian grandparents, grandchildren and school in this day and age, when several social changes affect the roles assumed by grandparents in raising their grandchildren, as well as the relationship they establish with one another and other development contexts. The thesis is structured in three interdependent studies. The first study, already published, corresponds to a systematic review of literature on grandparents raising grandchildren within a period of ten years (2004/2014). The results showed that, although the number of studies on the relationship between grandparents and grandchildren has increased in recent decades, researches regarding guardian grandparents are recent and still scarce, especially when investigating the relationship of grandparents with other development contexts, such as the school of their grandchildren. In order to accomplish the ensuing empirical studies, Ecological Insertion was used as the methodological strategy. Participants were selected intentionally, over an approach to a primary school of the state public school network in the city of Recife/Pernambuco. Diversified instruments were used over a period of eight months, total time of insertion of the researcher in the field. The first five months corresponded to the period of attachment of the researcher to the context, in which naturalistic observations were initiated. In the last three months sociodemographic questionnaires were applied and semi-structured interviews were conducted with the participants. The second study analyzes the relationship between guardian grandparents and their grandchildren from a bioecological perspective. Six guardian grandparents and eight grandchildren who answered sociodemographic questionnaires and semi-structured interviews were included in the study. From the Thematic Content Analysis, the following themes were discussed: grandparents’ parenting; joint activities that involve grandparents and grandchildren. The results showed that grandparents’ parenting is a relational process that is developed over time and involves individual and contextual dimensions. On the other hand, the analysis of joint activities revealed that guardian grandparents and grandchildren are primary dyads that influence and learn from each other in sports, leisure and cultural activities, corroborating with studies that affirm that such activities favor the creation and maintenance of the bond between grandparents and grandchildren. The importance of the intergenerational approach was discussed through intergenerational programs aimed at favoring coeducational processes that benefit grandparents and grandchildren. The third study analyzes the family and school mesosystem from the perspective of guardian grandparents, grandchildren and teachers. Six grandparents, eight grandchildren and eight teachers participated in this study. Semi-guided interviews (with a script for each group), field diary and sociodemographic questionnaire were used as instruments. In the analysis of the results, the sociodemographic data and the records of the observations were articulated to the contents brought by the participants in the interviews. All interviews were transcribed in full and analyzed according to the steps in Thematic Content Analysis. The following themes were discussed: the relationship between guardian grandparents and school; the ease and difficulties in that relationship; the information and communication between the family and the school contexts; and the joint activities involving family and school. In all these dimensions the obstacles and the possibilities for the expansion of the potential for development of the family and school mesosystem were analyzed. It was evidenced that important aspects to expand the potential for development of the family and school contexts were put into action with the presence of guardian grandparents in the school context by establishing a direct communication with the teachers, expecting the collaboration of the school in the development of their grandchildren, and suggesting actions and interventions. These results confirmed the growing importance of grandparents for family, school, and society as they play the role of guardians of their grandchildren.
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spelling Dias, Cristina Maria de Souza Brito070.465.024-04http://lattes.cnpq.br/3528859018436620Lima, Albenise de Oliveira097.539.234-49http://lattes.cnpq.br/7796825725927994Barreto, Carmem Lúcia Brito Tavares080.279.864-00http://lattes.cnpq.br/4818189523805466Rabinovich, Elaine Pedreirahttp://lattes.cnpq.br/1594550972937138Cavalcante, Lilia Iêda Chaveshttp://lattes.cnpq.br/4743726124254735830.549.014-91http://lattes.cnpq.br/3795912188041909Coelho, Maria Teresa Barros Falcão2018-08-23T19:04:01Z2018-02-01COELHO, Maria Teresa Barros Falcão. Relação entre avós, netos e escola : uma abordagem bioecológica. 2018. 206 f Tese (Doutorado) - Universidade Católica de Pernambuco. Programa de Pós-graduação em Psicologia Clínica. Doutorado em Psicologia Clínica, 2018.http://tede2.unicap.br:8080/handle/tede/1030The present study is based on the Bioecological Theory of Human Development and aims to investigate the relationship between guardian grandparents, grandchildren and school in this day and age, when several social changes affect the roles assumed by grandparents in raising their grandchildren, as well as the relationship they establish with one another and other development contexts. The thesis is structured in three interdependent studies. The first study, already published, corresponds to a systematic review of literature on grandparents raising grandchildren within a period of ten years (2004/2014). The results showed that, although the number of studies on the relationship between grandparents and grandchildren has increased in recent decades, researches regarding guardian grandparents are recent and still scarce, especially when investigating the relationship of grandparents with other development contexts, such as the school of their grandchildren. In order to accomplish the ensuing empirical studies, Ecological Insertion was used as the methodological strategy. Participants were selected intentionally, over an approach to a primary school of the state public school network in the city of Recife/Pernambuco. Diversified instruments were used over a period of eight months, total time of insertion of the researcher in the field. The first five months corresponded to the period of attachment of the researcher to the context, in which naturalistic observations were initiated. In the last three months sociodemographic questionnaires were applied and semi-structured interviews were conducted with the participants. The second study analyzes the relationship between guardian grandparents and their grandchildren from a bioecological perspective. Six guardian grandparents and eight grandchildren who answered sociodemographic questionnaires and semi-structured interviews were included in the study. From the Thematic Content Analysis, the following themes were discussed: grandparents’ parenting; joint activities that involve grandparents and grandchildren. The results showed that grandparents’ parenting is a relational process that is developed over time and involves individual and contextual dimensions. On the other hand, the analysis of joint activities revealed that guardian grandparents and grandchildren are primary dyads that influence and learn from each other in sports, leisure and cultural activities, corroborating with studies that affirm that such activities favor the creation and maintenance of the bond between grandparents and grandchildren. The importance of the intergenerational approach was discussed through intergenerational programs aimed at favoring coeducational processes that benefit grandparents and grandchildren. The third study analyzes the family and school mesosystem from the perspective of guardian grandparents, grandchildren and teachers. Six grandparents, eight grandchildren and eight teachers participated in this study. Semi-guided interviews (with a script for each group), field diary and sociodemographic questionnaire were used as instruments. In the analysis of the results, the sociodemographic data and the records of the observations were articulated to the contents brought by the participants in the interviews. All interviews were transcribed in full and analyzed according to the steps in Thematic Content Analysis. The following themes were discussed: the relationship between guardian grandparents and school; the ease and difficulties in that relationship; the information and communication between the family and the school contexts; and the joint activities involving family and school. In all these dimensions the obstacles and the possibilities for the expansion of the potential for development of the family and school mesosystem were analyzed. It was evidenced that important aspects to expand the potential for development of the family and school contexts were put into action with the presence of guardian grandparents in the school context by establishing a direct communication with the teachers, expecting the collaboration of the school in the development of their grandchildren, and suggesting actions and interventions. These results confirmed the growing importance of grandparents for family, school, and society as they play the role of guardians of their grandchildren.O presente estudo fundamenta-se na Teoria Bioecológica do Desenvolvimento Humano para investigar a relação entre avós guardiões, netos e escola no cenário atual, em que várias mudanças sociais repercutem nos papéis assumidos por avós ao criarem os netos, assim como no relacionamento que estabelecem entre si e com outros contextos de desenvolvimento. A tese está estruturada em três estudos interdependentes. O primeiro estudo, já publicado, corresponde a uma revisão sistemática da literatura sobre os avós que criam netos considerando o período de dez anos (2004/2014). Os resultados obtidos demonstraram que, embora os estudos sobre o relacionamento entre avós e netos tenham aumentado nas últimas décadas, as pesquisas sobre os avós guardiões são recentes e ainda escassas, sobretudo quando se investigou a relação desses avós com outros contextos de desenvolvimento, como a escola dos netos. Para realização dos estudos empíricos subsequentes, utilizou-se a Inserção ecológica como estratégia metodológica. Os participantes foram selecionados de forma intencional, a partir de abordagem a uma escola de ensino fundamental da rede pública estadual, na cidade do Recife/Pernambuco. Foram utilizados instrumentos diversificados ao longo de oito meses, tempo total de inserção da pesquisadora no campo. Os cinco primeiros meses corresponderam ao período de vinculação da pesquisadora ao contexto, no qual foram iniciadas observações naturalísticas. Nos três últimos meses foram aplicados questionários sociodemográficos e realizadas as entrevistas semidirigidas com os participantes. O segundo estudo analisa o relacionamento entre avós guardiões e seus netos, numa perspectiva bioecológica. Foram participantes seis avós guardiões e oito netos que responderam a questionários sociodemográficos e entrevistas semidirigidas. A partir da Análise de Conteúdo Temática foram discutidos os temas: Parentalização dos avós; Atividades conjuntas entre avós e netos. Como resultados, obteve-se que a parentalização dos avós trata-se de um processo relacional, que ocorre ao longo do tempo e envolve dimensões individuais e contextuais. Por sua vez, a análise das atividades conjuntas, revelou que avós guardiões e netos constituem díades primárias que se influenciam mutuamente e se coeducam em atividades esportivas, de lazer e culturais, corroborando com os estudos que afirmam que tais atividades favorecem a construção e manutenção de laços afetivos estáveis entre avós e netos. Discutiu-se sobre a importância da aproximação entre as gerações através de programas intergeracionais que visam favorecer processos coeducativos que beneficiam avós e netos. O terceiro estudo analisa o mesossistema família e escola na perspectiva dos avós guardiões, netos e professores. Participaram desta pesquisa seis avós, oito netos e oito professores. Foram utilizados como instrumentos: entrevistas semidirigidas (com um roteiro próprio para cada grupo), diário de campo e questionário sociodemográfico. Na análise dos resultados os dados sociodemográficos e os registros das observações foram articulados aos temas desenvolvidos pelos participantes nas entrevistas. Todas as entrevistas foram transcritas na íntegra e analisadas de acordo com as etapas da Análise de Conteúdo Temática. Foram discutidos os seguintes temas: Relacionamento entre os avós guardiões e a escola; Facilidades e dificuldades encontradas nessa relação; Avaliação das informações e da comunicação trocadas entre os contextos familiar e escolar; assim como as Atividades conjuntas realizadas entre família e escola. Em todas essas dimensões analisaram-se os entraves e as possibilidades para a ampliação do potencial desenvolvimental do mesossistema família e escola. Evidenciou-se que aspectos importantes para ampliar o potencial desenvolvimental dos contextos familiar e escolar foram postos em ação com a presença dos avós guardiões no contexto escolar, estabelecendo uma comunicação direta com os professores, com expectativas de contar com a colaboração da escola em prol do desenvolvimento dos netos, sugerindo ações e intervenções em diversos formatos. Tais resultados confirmaram a importância crescente dos avós para a família, para a escola e para a sociedade, ao assumirem o papel de guardiões de seus netos.Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-08-23T19:04:01Z No. of bitstreams: 2 maria_tresa_barros_falcao_coelho.pdf: 5933211 bytes, checksum: e9960ca825a101a6392fb87a3c4a2fc6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-08-23T19:04:01Z (GMT). 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dc.title.por.fl_str_mv Relação entre avós, netos e escola: uma abordagem bioecológica.
title Relação entre avós, netos e escola: uma abordagem bioecológica.
spellingShingle Relação entre avós, netos e escola: uma abordagem bioecológica.
Coelho, Maria Teresa Barros Falcão
Clinical psychology
School environment
Social interaction
Family Psychology
Child custody
Grandparents and grandchildren - Education
Theses
Psicologia clínica
Ambiente escolar
Interação social
Psicologia familiar
Guarda de menores
Avós e netos - Educação
Teses
CIENCIAS HUMANAS::PSICOLOGIA#
#3411867255817377423#
#600
title_short Relação entre avós, netos e escola: uma abordagem bioecológica.
title_full Relação entre avós, netos e escola: uma abordagem bioecológica.
title_fullStr Relação entre avós, netos e escola: uma abordagem bioecológica.
title_full_unstemmed Relação entre avós, netos e escola: uma abordagem bioecológica.
title_sort Relação entre avós, netos e escola: uma abordagem bioecológica.
author Coelho, Maria Teresa Barros Falcão
author_facet Coelho, Maria Teresa Barros Falcão
author_role author
dc.contributor.advisor1.fl_str_mv Dias, Cristina Maria de Souza Brito
dc.contributor.advisor1ID.fl_str_mv 070.465.024-04
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/3528859018436620
dc.contributor.referee1.fl_str_mv Lima, Albenise de Oliveira
dc.contributor.referee1ID.fl_str_mv 097.539.234-49
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/7796825725927994
dc.contributor.referee2.fl_str_mv Barreto, Carmem Lúcia Brito Tavares
dc.contributor.referee2ID.fl_str_mv 080.279.864-00
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/4818189523805466
dc.contributor.referee3.fl_str_mv Rabinovich, Elaine Pedreira
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/1594550972937138
dc.contributor.referee4.fl_str_mv Cavalcante, Lilia Iêda Chaves
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/4743726124254735
dc.contributor.authorID.fl_str_mv 830.549.014-91
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3795912188041909
dc.contributor.author.fl_str_mv Coelho, Maria Teresa Barros Falcão
contributor_str_mv Dias, Cristina Maria de Souza Brito
Lima, Albenise de Oliveira
Barreto, Carmem Lúcia Brito Tavares
Rabinovich, Elaine Pedreira
Cavalcante, Lilia Iêda Chaves
dc.subject.eng.fl_str_mv Clinical psychology
School environment
Social interaction
Family Psychology
Child custody
Grandparents and grandchildren - Education
Theses
topic Clinical psychology
School environment
Social interaction
Family Psychology
Child custody
Grandparents and grandchildren - Education
Theses
Psicologia clínica
Ambiente escolar
Interação social
Psicologia familiar
Guarda de menores
Avós e netos - Educação
Teses
CIENCIAS HUMANAS::PSICOLOGIA#
#3411867255817377423#
#600
dc.subject.por.fl_str_mv Psicologia clínica
Ambiente escolar
Interação social
Psicologia familiar
Guarda de menores
Avós e netos - Educação
Teses
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::PSICOLOGIA#
#3411867255817377423#
#600
description The present study is based on the Bioecological Theory of Human Development and aims to investigate the relationship between guardian grandparents, grandchildren and school in this day and age, when several social changes affect the roles assumed by grandparents in raising their grandchildren, as well as the relationship they establish with one another and other development contexts. The thesis is structured in three interdependent studies. The first study, already published, corresponds to a systematic review of literature on grandparents raising grandchildren within a period of ten years (2004/2014). The results showed that, although the number of studies on the relationship between grandparents and grandchildren has increased in recent decades, researches regarding guardian grandparents are recent and still scarce, especially when investigating the relationship of grandparents with other development contexts, such as the school of their grandchildren. In order to accomplish the ensuing empirical studies, Ecological Insertion was used as the methodological strategy. Participants were selected intentionally, over an approach to a primary school of the state public school network in the city of Recife/Pernambuco. Diversified instruments were used over a period of eight months, total time of insertion of the researcher in the field. The first five months corresponded to the period of attachment of the researcher to the context, in which naturalistic observations were initiated. In the last three months sociodemographic questionnaires were applied and semi-structured interviews were conducted with the participants. The second study analyzes the relationship between guardian grandparents and their grandchildren from a bioecological perspective. Six guardian grandparents and eight grandchildren who answered sociodemographic questionnaires and semi-structured interviews were included in the study. From the Thematic Content Analysis, the following themes were discussed: grandparents’ parenting; joint activities that involve grandparents and grandchildren. The results showed that grandparents’ parenting is a relational process that is developed over time and involves individual and contextual dimensions. On the other hand, the analysis of joint activities revealed that guardian grandparents and grandchildren are primary dyads that influence and learn from each other in sports, leisure and cultural activities, corroborating with studies that affirm that such activities favor the creation and maintenance of the bond between grandparents and grandchildren. The importance of the intergenerational approach was discussed through intergenerational programs aimed at favoring coeducational processes that benefit grandparents and grandchildren. The third study analyzes the family and school mesosystem from the perspective of guardian grandparents, grandchildren and teachers. Six grandparents, eight grandchildren and eight teachers participated in this study. Semi-guided interviews (with a script for each group), field diary and sociodemographic questionnaire were used as instruments. In the analysis of the results, the sociodemographic data and the records of the observations were articulated to the contents brought by the participants in the interviews. All interviews were transcribed in full and analyzed according to the steps in Thematic Content Analysis. The following themes were discussed: the relationship between guardian grandparents and school; the ease and difficulties in that relationship; the information and communication between the family and the school contexts; and the joint activities involving family and school. In all these dimensions the obstacles and the possibilities for the expansion of the potential for development of the family and school mesosystem were analyzed. It was evidenced that important aspects to expand the potential for development of the family and school contexts were put into action with the presence of guardian grandparents in the school context by establishing a direct communication with the teachers, expecting the collaboration of the school in the development of their grandchildren, and suggesting actions and interventions. These results confirmed the growing importance of grandparents for family, school, and society as they play the role of guardians of their grandchildren.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-08-23T19:04:01Z
dc.date.issued.fl_str_mv 2018-02-01
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv COELHO, Maria Teresa Barros Falcão. Relação entre avós, netos e escola : uma abordagem bioecológica. 2018. 206 f Tese (Doutorado) - Universidade Católica de Pernambuco. Programa de Pós-graduação em Psicologia Clínica. Doutorado em Psicologia Clínica, 2018.
dc.identifier.uri.fl_str_mv http://tede2.unicap.br:8080/handle/tede/1030
identifier_str_mv COELHO, Maria Teresa Barros Falcão. Relação entre avós, netos e escola : uma abordagem bioecológica. 2018. 206 f Tese (Doutorado) - Universidade Católica de Pernambuco. Programa de Pós-graduação em Psicologia Clínica. Doutorado em Psicologia Clínica, 2018.
url http://tede2.unicap.br:8080/handle/tede/1030
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dc.publisher.none.fl_str_mv Universidade Católica de Pernambuco
dc.publisher.program.fl_str_mv Doutorado em Psicologia Clínica#
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dc.publisher.department.fl_str_mv Departamento de Pós-Graduação#
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