"The teachers say that i am slow": the self-concept in the education and health interface

Detalhes bibliográficos
Autor(a) principal: Garbarino, Mariana Inés
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos Interdisciplinares em Psicologia
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/eip/article/view/36861
Resumo: During childhood the school is the main social space where individual skills and limitations are publicly exposed. The stigma of "school deficit" leads to feelings of failure, incapacity, and impoverished self-concept. Considering the importance of colleagues and educators in this process of co-construction, the study aimed to investigate the role of these interpersonal relationships in children with a school complaint in the context of clinical care. Records of conversation circles and anamnesis questionnaires were qualitatively analyzed. The results showed that for children, the provocations and motions of the pairs regarding physical or personality characteristics are significant. The gaze of educators expressed themselves in attributes and praises about academic performance. Both regards presented gender shades. The fertility of the conversation circles was also verified as a methodological and intervention device favorable to the awareness of self-concept and feelings linked to self-perception.
id UEL-9_9309c27d9140b96b1ed393fa4b7323f9
oai_identifier_str oai:ojs.pkp.sfu.ca:article/36861
network_acronym_str UEL-9
network_name_str Estudos Interdisciplinares em Psicologia
repository_id_str
spelling "The teachers say that i am slow": the self-concept in the education and health interface“Las profesoras dicen que soy lenta": el autoconcepto en la interfase educación y salud“As professoras falam que eu sou lenta”: o autoconceito na interface educação e saúdeself-conceptschool complaintconversation circlesautoconceitoqueixa escolarrodas de conversa.During childhood the school is the main social space where individual skills and limitations are publicly exposed. The stigma of "school deficit" leads to feelings of failure, incapacity, and impoverished self-concept. Considering the importance of colleagues and educators in this process of co-construction, the study aimed to investigate the role of these interpersonal relationships in children with a school complaint in the context of clinical care. Records of conversation circles and anamnesis questionnaires were qualitatively analyzed. The results showed that for children, the provocations and motions of the pairs regarding physical or personality characteristics are significant. The gaze of educators expressed themselves in attributes and praises about academic performance. Both regards presented gender shades. The fertility of the conversation circles was also verified as a methodological and intervention device favorable to the awareness of self-concept and feelings linked to self-perception.Durante la infancia la escuela constituye el principal espacio social donde las habilidades y limitaciones individuales quedan públicamente expuestas. El estigma del "déficit escolar" lleva a sentimientos de fracaso, incapacidad, y a un autoconcepto empobrecido. Considerando la importancia de los colegas y de los educadores en ese proceso de co-construcción, el estudio indaga el papel de esas relaciones interpersonales en niños con queja escolar en el contexto de una atención clínica. Se analizaron, cualitativamente, registros de ruedas de conversación y cuestionarios de anamnesis. Los resultados evidenciaron que para los niños resultan significativas las provocaciones y burlas de los pares referentes a características físicas o de la personalidad. La mirada de los educadores se expresó en atributos y elogios sobre el desempeño académico. Ambas perspectivas presentaron tonalizaciones de género. Se verificó, además, la fecundidad de las ruedas de conversación como un dispositivo metodológico y de intervención favorable a la toma de conciencia del autoconcepto y de los sentimientos ligados a la autopercepción.Durante a infância a escola constitui o principal espaço social onde as habilidades e limitações individuais ficam publicamente expostas. O estigma do “déficit escolar” leva a sentimentos de fracasso, incapacidade, e a um autoconceito empobrecido. Considerando a importância dos colegas e dos educadores nesse processo de co-construção, o estudo visou indagar o papel dessas relações interpessoais em crianças com queixa escolar no contexto de um atendimento clínico. Foram analisados, qualitativamente, registros de rodas de conversa e questionários de anamnese. Os resultados evidenciaram que para as crianças resultam significativas as provocações e zoações dos pares referentes a características físicas ou da personalidade. O olhar dos educadores expressou-se em atributos e elogios sobre o desempenho acadêmico. Ambos os olhares apresentaram tonalizações de gênero. Verificou-se, ademais, a fecundidade das rodas de conversa como um dispositivo metodológico e de intervenção favorável à tomada de consciência do autoconceito e dos sentimentos atrelados à autopercepção.Universidade Estadual de Londrina2020-05-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/3686110.5433/2236-6407.2020v11n1p98Estudos Interdisciplinares em Psicologia; v. 11 n. 1 (2020); 98-1162236-6407reponame:Estudos Interdisciplinares em Psicologiainstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/36861/27290Copyright (c) 2020 Estudos Interdisciplinares em Psicologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGarbarino, Mariana Inés2022-11-23T17:08:19Zoai:ojs.pkp.sfu.ca:article/36861Revistahttps://www.uel.br/revistas/uel/index.php/eipPUBhttps://www.uel.br/revistas/uel/index.php/eip/oai||revistaeip@uel.br2236-64072236-6407opendoar:2022-11-23T17:08:19Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv "The teachers say that i am slow": the self-concept in the education and health interface
“Las profesoras dicen que soy lenta": el autoconcepto en la interfase educación y salud
“As professoras falam que eu sou lenta”: o autoconceito na interface educação e saúde
title "The teachers say that i am slow": the self-concept in the education and health interface
spellingShingle "The teachers say that i am slow": the self-concept in the education and health interface
Garbarino, Mariana Inés
self-concept
school complaint
conversation circles
autoconceito
queixa escolar
rodas de conversa.
title_short "The teachers say that i am slow": the self-concept in the education and health interface
title_full "The teachers say that i am slow": the self-concept in the education and health interface
title_fullStr "The teachers say that i am slow": the self-concept in the education and health interface
title_full_unstemmed "The teachers say that i am slow": the self-concept in the education and health interface
title_sort "The teachers say that i am slow": the self-concept in the education and health interface
author Garbarino, Mariana Inés
author_facet Garbarino, Mariana Inés
author_role author
dc.contributor.author.fl_str_mv Garbarino, Mariana Inés
dc.subject.por.fl_str_mv self-concept
school complaint
conversation circles
autoconceito
queixa escolar
rodas de conversa.
topic self-concept
school complaint
conversation circles
autoconceito
queixa escolar
rodas de conversa.
description During childhood the school is the main social space where individual skills and limitations are publicly exposed. The stigma of "school deficit" leads to feelings of failure, incapacity, and impoverished self-concept. Considering the importance of colleagues and educators in this process of co-construction, the study aimed to investigate the role of these interpersonal relationships in children with a school complaint in the context of clinical care. Records of conversation circles and anamnesis questionnaires were qualitatively analyzed. The results showed that for children, the provocations and motions of the pairs regarding physical or personality characteristics are significant. The gaze of educators expressed themselves in attributes and praises about academic performance. Both regards presented gender shades. The fertility of the conversation circles was also verified as a methodological and intervention device favorable to the awareness of self-concept and feelings linked to self-perception.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/36861
10.5433/2236-6407.2020v11n1p98
url https://ojs.uel.br/revistas/uel/index.php/eip/article/view/36861
identifier_str_mv 10.5433/2236-6407.2020v11n1p98
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/36861/27290
dc.rights.driver.fl_str_mv Copyright (c) 2020 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Estudos Interdisciplinares em Psicologia; v. 11 n. 1 (2020); 98-116
2236-6407
reponame:Estudos Interdisciplinares em Psicologia
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Estudos Interdisciplinares em Psicologia
collection Estudos Interdisciplinares em Psicologia
repository.name.fl_str_mv Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||revistaeip@uel.br
_version_ 1799306108832055296

Registros relacionados