International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
Not a member yet
2185 research outputs found
Sort by
Resiliencia psicológica a través de la edad y el sexo
Get PDFIs a topic of great scientific interest in the field of positive psychology. Resilience is the ability of the human being to overcome adversity and emerge stronger from it. The objective of this work was to find out the differences in resilience based on age and sex. The participants were 858 people between 16 to 65 years old, from León (Spain). 52% were women. Four groups were established according to age: 1) adolescents, 2) young people, 3) adults-young and 4) adults. The Connor-Davidson Scale of Resilience-25 (CDRISC) of Connor and Davidson (2015) was applied. The data obtained were entered into the SPSS to perform univariate comparative analyzes (ANOVAs) with resilience as a dependent variable and age and sex groups as fixed factors. The results indicate that there are differences in resilience according to age group, adolescents are less resilient than adults. Differences were also found by sex in the group of adolescents and in the group of adults. We can conclude that, although the differences are not significant, the variability in resilience is considerably different among adolescents: males are more resilient than females in this group. In opposition, in the group of adults, women appear more resilient than men.Es la resiliencia un tópico de gran interés científico en el ámbito de la psicología positiva.Resiliencia es la capacidad que tiene el ser humano de superar la adversidad y salir fortalecido de ella. El objetivo de este trabajo fue averiguar las diferencias en resiliencia en función de la edad y el sexo. Los participantes fueron 858 personas, de 16 a 65 años, de León (España), el 52% eran mujeres. Se establecieron cuatro grupos en función de la edad: 1) adolescentes, 2) jóvenes, 3) adultosjóvenes y 4) adultos. Se les aplicó la Connor-Davidson Escala de Resiliencia-25 (CD-RISC) de Connor y Davidson (2015). Los datos se introdujeron en el SPSS para realizar análisis comparativos univariados (ANOVAs) con resiliencia como variable dependiente y grupos de edad y sexo como factores fijos. Los resultados indican que existen diferencias en resiliencia en función de la edad: son los adolescentes menos resilientes que los adultos. También se hallaron diferencias por sexo en los adolescentes y en los adultos. Podemos concluir que, aunque las diferencias no son significativas, la variabilidad en resiliencia es considerablemente diferente entre los adolescentes: los varones son más resilientes que las mujeres en este grupo. Por el contrario, en el grupo de adultos aparecen las mujeres como más resilientes que los varones
Inteligência emocional em idosos portugueses
Get PDFIntroduction: Emotional intelligence is understood by the academics as a skill that promotes the individual’s decision-making capacity in the face of everyday life situations. It allows better planning of your actions according to the objectives outlined and consequently the realization of future projects. Aims: To evaluate the level of emotional intelligence of the elderly and to confirm that their area of living, their education level, their physicalactivity and the existence of depression before 65 years old can influence their own emotional intelligence and its dimensions. Methods: Cross-sectional, descriptive and correlational, quantitative study. In this study there was the voluntary participation of 1040 elderly, aged between 65 and 96 years old from the Central Region of Portugal. For the measurement of the variables it was used an Emotional Intelligence Scale (MIE), and a form for the demographic and situational characterization.Results: Of the elderly respondents 39.7% high emotional intelligence, 22.9% moderate emotional intelligence and 37.4% low emotional intelligence. For the five dimensions of emotional intelligence residential area and schooling interferes with the Empathy, Self-motivation and Self-awareness. The practice of physical activity interferes with the Empathy and the emotional intelligence globally. The existence of depression before age 65 doesnIntrodução: A inteligência emocional é entendida como uma habilidade que promove a capacidade de decisão do indivíduo perante as diversas situações quotidianas. Objetivos: Avaliar o nível de inteligência emocional dos idosos portugueses e identificar as variáveis que interferem nas dimensões e global da inteligência emocional. Métodos: Foi realizado um estudo de natureza quantitativa, descritivo e correlacional e participaram 1040 idosos, com idades entre os 65 e 96 anos da região centro de Portugal. Para a mensuração das variáveis utilizou-se a Escala de Medida de Inteligência Emocional (MIE) e uma ficha de caracterização sociodemográfica e situacional. Resultados: Dos idosos inquiridos 39.7% dos idosos apresenta elevada inteligência emocional, 22.9% moderada inteligência emocional e 37.4% baixa inteligência emocional. Para as cinco dimensões da inteligência emocional (IE), a área de residência e a escolaridade interferem na Empatia, Automotivação e Autoconsciência dos idosos. A prática de atividade física influencia a Empatia e a inteligência emocional global. A existência de depressão antes dos 65 anos não interfere na inteligência emocional dos idosos. Conclusão: O desenvolvimento de habilidades emocionais no idoso vai potenciar a autonomia, a segurança, a relação com os outros, evitando situações de depressão e isolamento social e favorecendo uma melhor qualidade de vid
Relación entre el consumo de sustancias tóxicas y el uso del preservativo
Get PDFIn the last years, there has been a rebound in sexually transmitted infections (STIs). Traditionally, STIs were associated with certain groups. However, it is observed that this accentuation occurs in different population groups due to risky sexual behaviours that are carried out, which are exacerbated by certain factors, such as toxic substance consumption, low risk perception and sexual sensations searching. The main goal is to verify the relationship between drugs consumption and condom use in different sexual practices. As secondary objectives, these same relationships will be studied according to the participant’s sex, as well as their sexual orientation. There were 1910 participants (733 men and 1177 women), who completed a survey about sexual experience and practices. The age average was 21,42 (SD = 5,54). Of these subjects, 1700 (89%) were considered heterosexual, 146 (7.6%) bisexual and 64 (3.4%) homosexual. On one hand, the results indicate that women who have consumed alcohol use less condom in vaginal sex practice than those who have not consumed (p= ,023). On the other hand, men use condoms less frequently if they have consumed hashish (p = ,021). In addition, if men consume cocaine, they do not use condoms in practices such as vaginal sex (p= ,035) or with sporadic sexual partners (p= ,007). Furthermore, heterosexual people who consume hashishuse less prophylactics in vaginal sex (p= ,006) and with sporadic sexual partners (p=,03). Hetero also use less condoms in vaginal sex (p= ,019) and with sporadic sexual partners (p= ,023) if they consume cocaine. Finally, bisexual people who consume alcohol use fewer condoms in vaginal sex (p= ,029). No differences were found between drugs and condom use in homosexuals. Despite the great amount of information about sexual health, which is principally taught at schools and high schools, it is a fact that young population carries out risky sexual behaviours. These risky behaviors are increased if there is a drug use. Future programs focused on sexual health should add the relationship between sex and drugs, in order to reduce STIs and increasing condom use.En los últimos años ha habido un repunte en las infecciones de transmisión sexual (ITS).Tradicionalmente, se asociaban las ITS a ciertos colectivos. Sin embargo, se observa que esta acentuación se da en diferentes grupos poblacionales, y es debida principalmente a las conductas sexuales de riesgo que se realizan, las cuales son exacerbadas por ciertos factores, como el consumo de sustancias tóxicas, la baja percepción de riesgo o la búsqueda de sensaciones sexuales. El principal objetivo es comprobar la relación existente entre el consumo de sustancias y el uso del preservativo en distintas prácticas sexuales. Como objetivos secundarios, se estudiarán estas mismas relaciones en función del sexo de los participantes, así como de su orientación sexual. La muestra estaba formada por un total de 1910 participantes (733 hombres y 1177 mujeres), que cumplimentaron una encuesta sobre experiencia y prácticas sexuales. La media de edad era de 21,42 años (DT= 5,54). De estas personas, 1700 (89%) se consideraban heterosexuales, 146 (7,6%) bisexuales y 64 (3,4%) homosexuales. Los resultados indican que las mujeres que consumen alcohol utilizan menos el preservativo en sexo vaginal que aquellas que no consumen (p= ,023). Por su parte, los hombres lo utilizan con menos frecuencia si consumen hachís (p= ,021). Además, si estos consumen cocaína, gastan menos el preservativo en prácticas como el sexo vaginal (p= ,035) y con parejas sexuales esporádicas (p = ,007). Las personas heterosexuales que consumen cánnabis usan menos los profilácticos en sexo vaginal (p = ,006) y con parejas esporádicas (p= ,03). Este mismo colectivo también los usan menos en sexo vaginal (p= ,019) y con parejas esporádicas (p= ,023) si consumen cocaína. Finalmente, las personas bisexuales que consumen alcohol gastan menos el preservativo en relaciones sexuales vaginales (p= ,029). No se encontraron diferencias entre consumo de sustancias y uso del preservativo en homosexuales. Hoy en día, a pesar de toda la información existente sobre salud sexual que hay en la red y se ofrece desde centros educativos y sanitarios, es un hecho que gran parte de la población joven lleva a cabo relaciones sexuales de riesgo. Estas conductas de riesgo se ven incrementadas si además se añade el consumo de drogas. Las propuestas de intervención dirigidas a reducir las conductas de riesgo deben abordar de forma conjunta ambos aspectos
El fantasma del control y los celos: violencia de género durante el noviazgo
Get PDFIt is undeniable that gender violence continues to be a social scourge. And, although the increase in visibility and social sensitivity is evident in this respect, a great work of social raising awareness about equality and respect toward the woman is still necessary. In this sense, the accelerated advance of the new technologies, the generalization of their daily use and their high social impact have provided other ways of communicating and relating, but they have also made possible new manifestations of gender violence, especially in couples of adolescents and young people. Thus, the new forms of gender violence during the engagement, the romantic myths and the gender stereotypes demand a new direction towards research lines adapted to the times. In the present work, it is intended to analyze, by means of a quantitative empirical-analytical methodology, the gender violence during the engagement and its relationship with the new technologies, focusing on the cognitions, experiences and behaviors tried out by the women in that sense. To do this, a selfmade questionnaire was used, consisting of closed multiple-choice and Likert-type questions, which was applied to a sample of 141 women. The results found reveal that, in the analyzed sample, both the degree of information and effective knowledge of the phenomenon is lower than desired. On the other hand, almost a third of women recognize that their boyfriend is jealous and possessive. A similar percentage states that her boyfriend has her mobile passwords, although to a lesser extent they assume that he controls her social networks and her mobile device. Also relevant are the comments and the sarcastic jokes of jealous character towards them by their partners and the accusations of infidelity or flirting with others. Finally, some short lines of socio-educational action are proposed.Es indiscutible que la violencia de género continúa siendo una lacra social. Y, aunque es evidente el incremento de visibilidad y la sensibilización social al respecto, todavía es necesaria una gran labor de concienciación en igualdad y respeto hacia la mujer. En este sentido, el avance acelerado de las nuevas tecnologías, la generalización de su uso cotidiano y su elevado impacto social han brindado otras formas de comunicarse y de relacionarse, pero también han posibilitado nuevas manifestaciones de violencia de género, especialmente en parejas de adolescentes y jóvenes. Así, las nuevas formas de violencia de género durante el noviazgo, los mitos románticos y los estereotipos de género demandan un nuevo rumbo hacia líneas de investigación adaptadas a los tiempos. En el presente trabajo se pretende analizar, mediante una metodología cuantitativa, empírico-analítica, la violencia de género durante el noviazgo y la relación de ésta con las nuevas tecnologías, centrándonos en las cogniciones, vivencias y conductas experimentadas por las mujeres en tal sentido.Para ello, se utilizó un cuestionario de elaboración propia, conformado por preguntas cerradas de opción múltiple y preguntas tipo Likert, que fue aplicado a una muestra de 141 mujeres. Los resultados revelan que, en la muestra analizada, el grado de información y de conocimiento efectivo del fenómeno es más bajo del deseado. Por su parte, casi un tercio de las mujeres reconoce que su novio es celoso y posesivo. Un porcentaje similar afirma que su novio tiene sus contraseñas de móvil, aunque en menor medida asumen que él controla sus redes sociales y su dispositivo móvil. También son relevantes los comentarios y bromas sarcásticos de carácter celotípico hacia ellas por parte de sus parejas y las acusaciones de infidelidad o de coquetear con otros. Por último, se proponen unas breves líneas de actuación socioeducativa
A (re) elaboração do sentimento através da arte
Get PDFAdolescence is a period of transition between childhood and adulthood. In this way, it is responsible for introducing the subject to social, political and sexual issues that will impact on the way in which he sees and speaks to the world, developing he’s identity. This identity will be composed, for the most part, of issues of differentiation and identificationwith this world that surrounds it and within its relations. The use of the drug in adolescence is due, in part, precisely to this search for identifications. Consequently, a dependency will be characterized when the adolescent feels the need to consume the drug, causing physical, psychic and behavioral symptoms. The art will then be used in the therapeutic processes of an adolescent drug user as an alternative of communication and re-signification of its role, as it helps him to understand his context and to explore his internal demands through the product of the creative process drawing, painting, etc). Thus, it was thought of a workshop of artistic expression, which consisted of two moments: In the first, it was proposed to draw, through drawings and paintings, the subjective relation of the adolescent with the drug; and, in the second moment, the elaboration of a “map” on the existing affective bonds. The productions focused on the non - use of the drug culminated in a reflection on an autonomous future, which will be accompanied and strengthened by the adolescent‘s relationships. With this, the activity gave him a new tool to express his feelings. He could resignify the drug and the role that it takes on in his life. Finally, this form of expression positively influences the biopsychosocial development of the subject and the way in which it is related in the various media in which it is insertedA adolescência é um período de transição entre a infância e a vida adulta. Dessa forma, ela é responsável por introduzir o sujeito às questões sociais, políticas e sexuais que irão repercutir na forma em que ele vê e fala com o mundo, desenvolvendo sua identidade. Essa identidade será composta, majoritariamente, por questões de diferenciação e identificação com esse mundo que o cerca e dentro de suas relações. O uso da droga na adolescência se deve, em parte, justamente por essa busca de identificações. Por conseguinte, uma dependência será caracterizada quando o adolescente sentir a necessidade de consumir a droga, provocando sintomas físicos, psíquicos e comportamentais. A arte será, então, utilizada nos processos terapêuticos de um adolescente usuário de drogas como alternativa de comunicação e de ressignificação do papel desta, pois o ajuda a entender o seu contexto e a explorar as suas demandas internas através do produto do processo criativo (o desenho, a pintura, etc). Dessa forma, foi pensada em uma oficina de expressão artística, que consistiu em dois momentos: No primeiro, foi proposta a elaboração, através de desenhos e pinturas, da relação subjetiva do adolescente com a droga; e, no segundo momento, a elaboração de uma “mapa” sobre os vínculos afetivos existentes. As produções voltadas para o não - mais - uso da droga culminaram para uma reflexão voltada à um futuro autônomo, que será acompanhado e fortalecido pelos relacionamentos do adolescente. Com isso, a atividade propiciou a ele uma nova ferramenta para externar seus sentimentos. Ele pôde ressignificar a droga e o papel que a mesma assume em sua vida. Por fim, tal forma de expressão influencia positivamente no desenvolvimento biopsicossocial do sujeito e na forma como se relaciona nos diversos meios em que está inserido
Experiencia en la aplicación del protocolo de buenas prácticas en parentalidad positiva desde el equipo territorial de servicios sociales área I
Get PDFIn 2009, the Family Educational Orientation Program (POEF) was developed in Navia (Asturias), during the piloting phase. At this time, a cyclical process of planning - execution - evaluation was started, as it is inherent in social sciences. This moment wasn’t understand as final point, as if it were the finalization of an adaptation process; However, from its origin, we have tried to adapt to the context. This is determined by the social and educational changes of each moment, to give adapted answers to the needs of people. At that time, we considered that the only initial approach of the program had been done. This is why we continued through a dialectic process between theory and practice, and we designed anadapted tool to our work environment with the main aim of the social services which is the compensation of inequalities. Furthermore, the priority objective of this tool is become an ‘positive action measure’, we should understand ‘positive action’ as those actions or interventions that are carried out in a group in which there is an inequality situation in order to decrease or eliminate this social decompensation. It could be said that this project has two parts. In the first one, in different municipalities in the area, the ‘guide-program for the development of emotional, educational and parental competences’ designed by the professor Dr. Raquel-Amaya Martínez González from Oviedo University, is developed by technicians from social services. From the beginning, we value the program as a necessary tool, very effective and valuable due to its multiplying and preventive impact. In the second one, after the call by the Ministry of Health, Social Services and Equality and the Spanish Federation of Municipalities and Provinces the ‘certificate of positive parenthood’ is obtained. Its aims is to promote the positive exercise of parenthood and support positive parenting in the policies and services public of the Local Governments and association networks. The initiative wasa clear opportunity to optimize the management in favor of interdisciplinary coordination, awareness, training, citizen promotion and the prevention of risk situations. Besides, different social agents are invited to add this philosophy to their objectives or lines of action. This follows the recommendation of the Council of Europe 2006.En el año 2009 se desarrolló en Navia (Asturias) el Programa de Orientación Educativa Familiar (POEF), en fase de pilotaje. En este momento, se comenzó un proceso cíclico de planificación – ejecución- evaluación, como es propio en la práctica de las ciencias sociales. No entendimos este momento como un punto y final, como si fuese la culminación de un proceso, sino que desde su origen tratamos de adaptarnos al contexto, que viene determinado por los cambios sociales y educativos de cada momento, para dar respuestas lo más ajustadas posibles a las necesidades de las personas. Consideramos que en ese momento no se había hecho más que el planteamiento inicial del programa, por lo que continuamos mediante un proceso dialéctico entre la teoría y la práctica, dando forma a una herramienta más adaptada a nuestro entorno de trabajo y a la finalidad última de los servicios sociales que es la compensación de desigualdades, con el objetivo prioritario convertirlo en una medida de acción positiva, entendiendo por acción positiva, aquellas actuaciones o intervenciones que se realizan en un colectivo en el que existe una desigualdad con el fin de disminuir o eliminar esta descompensación social. El trabajo que se presenta podríamos decir que consta de dos partes; en la primera parte, se desarrolla en distintos Ayuntamientos el programa-guía para el desarrollo de competencias emocionales, educativas y parentales desarrollado por la profesora Dra. Raquel-Amaya Martínez González de la Universidad de Oviedo. Desde un primer momento, valoramos el programa como una herramienta necesaria, muy eficaz y valiosa por su carácter multiplicador y preventivo. En la segunda parte, como respuesta a la convocatoria que presenta el Ministerio de Sanidad, Servicios Sociales e Igualdad y la Federación Española de Municipios y Provincias que tiene por fin promover el ejercicio positivo de la parentalidad y reforzar el apoyo a la parentalidad positiva en las políticas y servicios públicos de los Gobiernos Locales y en el tejido asociativo. La iniciativa era una oportunidad clara de optimizar la gestión a favor de la coordinación interdisciplinar, la sensibilización, la formación, la promoción ciudadana y la prevención de situaciones de riesgo; también la invitación a que diferentes agentes sociales sumen a sus objetivos o líneas de actuación esta filosofía; todo ello siguiendo la recomendación del Consejo de Europa 2006
Análisis de la expresión narrativa y pictórica de futuros docentes
Get PDFImplicit beliefs and ideas about education influence the educational practice of teachers (Pontes Pedrajas, Poyato López and Oliva Martínez, 2017: 57). Therefore, it is essential to analyze, from a psycho-socio-educational perspective, the perception that future educating professionals have about education. The main objective of this work is to analyze (short stories and pictorial expressions) what are some of the beliefs about education that future pre-school teachers have when they start their education. This study is based on a qualitative research methodology, where the short stories and the pictorial representations made by university students about their educational stage of pre-school education have been taken as axes of the analysis. The information has been registered throughout this academic year 2018/2019, in which 78 students from the University of Seville have participated. In this work the narrative contents and the pictorial representations that the student body exposes are analyzed in an exploratory and descriptive way. Taking as fundamental axes the following:1. Concept of education and psycho-educational values that are highlighted as important in the pre-school education stage.2. Pre-school education activities that are emphasized in written form based on the educational experiences of each student.3. Psycho-socio-educational aspects of drawings and representations of pre-school education.The results show progress in ideas that may be useful to explore with teachers in training, onthe relationship of their own educational experiences and the projections of educational processes for the exercise of teaching. And in the discussion, the importance of doing this work of narrative and pictorial analysis from a transdisciplinary perspective is exposedLas creencias e ideas implícitas sobre la educación influyen en la práctica educativa del profesorado (Pontes Pedrajas, Poyato López y Oliva Martínez, 2017: 57). Por tanto, es esencial analizar desde una perspectiva psico-socio-educativa la percepción que, sobre la educación, tienen los futuros profesionales de la educación. El objetivo principal de este trabajo, es analizar (relatos escritos y expresiones pictóricas) cuáles son algunas de las creencias sobre la educación, que tienen los futuros maestros y maestras de educación infantil, al iniciar su formación. Este estudio parte de una metodología de investigación cualitativa, donde se tomaron como ejes del análisis, los relatos escritos y las representaciones pictóricas realizadas por alumnado universitario sobre su etapa educativa de educación infantil. La información fue registrada a lo largo de este curso académico 2018/2019, en el que participaron 78 estudiantes de la Universidad de Sevilla.Este trabajo analiza de forma exploratoria y descriptiva los contenidos narrativos y las representaciones pictóricas que expone este alumnado. Tomando como ejes fundamentales los siguientes:1. Concepto de educación y valores psico-socio-educativos que se realzan como importantes en la etapa de educación infantil.2. Actividades de educación infantil que se resaltan de forma escrita a partir de las experiencias educativas propias de cada alumna o alumno.3. Aspectos psico-socio-educativos de dibujos y representaciones de educación infantil.En los resultados se avanzan ideas que pueden ser de utilidad para explorarlas con docentes en formación, sobre la relación de las propias experiencias educativas y las proyecciones de los procesos educativos para el ejercicio de la actividad docente. Y en la discusión, se expone la importan- cia de poder hacer este trabajo de análisis narrativo y pictórico desde una perspectiva transdisciplinar
Atribuciones causales en lectura en alumnos chilenos de educación básica. Análisis en función del sexo
Get PDFThe theory of attributions becomes important insofar as it is related to motivation. From a motivational perspective, the attributions made by students are directly related to self-concept, self-esteem and learning goals. The objective of this study was to establish if there are differences between causal attributions based on sex. To carry out the study, there were 1702 students from 20 Ñuble centers in Chile, 905 children (53.2%) and 797 girls (46.8%) between the ages of 10 and 12 (M = 10.06; SD = 1.05). . The evaluation was carried out with the Sydney Attribution Scale (SAS) which measures two academic areas on which attributions are carried out (Reading and Mathematics), two hypothetical results (success and failure) and three types of causes (capacity, effort and external causes). The data were analyzed from the calculation of differences in means and p tests to determine the presence of significant statistical differences. The results showed that girls attribute their successes more to ability, effort and external causes than children, as well as that children attribute their failures more to lack of effort. From the results it can be reported that there are statistically significant differences between the attributions of boys and girls. Being girls, who by the type of attributions, are more in danger in their self-esteem and children more in their expectations.La teoría de las atribuciones cobra importancia en tanto se relaciona con la motivación. Desde una perspectiva motivacional, las atribuciones que realizan los estudiantes se relacionan directamente con el autoconcepto, la autoestima y las metas de aprendizaje. El objetivo de este estudio fue establecer si existen diferencias entre las atribuciones causales en función del sexo. Para realizar el estudio se contó con 1702 alumnos de 20 centros de Ñuble en Chile, 905 niños (53,2%) y 797 niñas (46,8%) de edades entre 10 y 12 años (M = 10.06; DE= 1.05). La evaluación se realizó con la Sydney Attribution Scale (SAS) que mide dos áreas académicas sobre las que se realizan atribuciones (Lectura y Matemáticas), dos resultados hipotéticos (éxito y fracaso) y tres tipos de causas (capacidad, esfuerzo y causas externas). Los datos fueron analizados a partir del cálculo de diferencias de medias y pruebas p para determinar la presencia de diferencias estadísticas significativas. Los resultados mostraron que las niñas atribuyen más sus éxitos a la capacidad, al esfuerzo y a causas externas que los niños, así como también que los niños atribuyen más sus fracasos a la falta de esfuerzo. De los resultados se puede informar que existen diferencias estadísticamente significativas entre las atribuciones de niños y niñas. Siendo las niñas, quienes, por el tipo de atribuciones, peligran más en su autoestima y los niños más en sus expectativas
O trabalho das professoras na educação infantil e a aprendizagem da criança com sczv
Get PDFThis study focuses the subjective dimension of teachers of the early childhood education that need to think and plan an inclusive pedagogical practice aiming integrate to the regular classroom and to children with Congenital Zika virus Syndrome (CZS) because of we considerate that the right to learning is fundamental. Thus, was questioned about the learning of the children with CZS, what these teachers reflect? As objective we thought: (I) Learn the senses and meanings that these pro fessional make about the process of development and the learning of the children with CZS, inserted in public schools of the county of Campina Grande and (II) follow and register the pedagogical routine of the teachers of the early childhood education with CZS. Then, was realized Studies of Multiple Cases for the analyses, configurated in the qualitative approach of research. The data analysis has opted the Vygotskian historical-cultural perspective and contemporary contributors. The results reaffirm the relevance of the continuum formation in this segment of teaching-learning and pedagogical work that promotes dynamic methodological planning, creative with aiming the promoting of the integral development of the children with CZS.Este estudo focaliza a dimensão subjetiva de professoras da educação infantil, que necessitam pensar e planejar uma prática pedagógica inclusiva, com vistas a integrar à turma regular e às crianças com Síndrome Congênita do Zica vírus (SCZv), pois consideramos que o direito à aprendizagem é fundamental. Assim, questionou-se: Sobre a aprendizagem das crianças com SCZv, o que refletem esses professores? Como objetivos pensamos em: (i) apreender os sentidos e significados que estes profissionais produzem acerca do processo de desenvolvimento e aprendizagem das crianças com SCZv inseridas em escolas da rede municipal de ensino de Campina Grande, e; (ii) acompanhar e registrar a rotina pedagógica de professoras da educação infantil da rede municipal de ensino de Campina Grande, que atendem crianças com SCZv. Daí, foi realizado Estudos de Caso Múltiplos e para a análise, sendo configurada na abordagem qualitativa de pesquisa. Para análise dos dados, fez opção pela perspectiva histórico-cultural vigotiskiana e colaboradores contemporâneos. Os resultados reafirmam a relevância da formação continuada nesse segmento de ensino-aprendizagem e um trabalho pedagógico que favoreça um planejamento metodológico dinâmico, criativo com vistas à promoção do desenvolvimento integral da criança com SCZv
Fortalezas, debilidades y retos en la gestión de la convivencia escolar: significados para los equipos directivos de escuelas de educación primaria y secundaria
Get PDFSchool coexistence has become a central issue in educational policies and practices. However, its significance in schools and the means to promote it are set and administered from different approaches. The purpose of this work is to understand the ways in which school management teams can represent coexistence, the strengths they have identified in their management, as well as the difficulties and challenges they face. Through exploratory design and qualitative methodology, 13 semi-structured interviews were conducted with representatives of management teams from different schools in Cantabria (Spain). The interviews centred on the implications associated with coexistence, the actions that constitute coexistence in the educational centre, as well as the associated possibilities,difficulties and pending challenges. By means of a thematic codification process, a comparative analysis of the narratives grouped under the same code was carried out, incorporating the conceptually and methodologically consistent topics. NVivo 12 Plus was applied. The results demonstrate that coexistence is viewed as a means to facilitate academic formation, but also as an end in itself, oriented towards the development and integral formation of students, favouring the construction of an active and participatory citizenship. In spite of the value accorded, difficulties such as high staff turnover or low family involvement stand out as key barriers to improvement. In the context of futurechallenges, management teams emphasise the need for formation, reflection and analysis of proposals already underway and the overall involvement of the centre.La convivencia escolar se ha convertido en un asunto central en las políticas y prácticas educativas. Sin embargo, su sentido en los centros y los medios para promoverla se establecen y gestionan desde lógicas distintas. Este trabajo tiene por objeto comprender cómo los equipos directivos de los centros escolares significan la convivencia, qué fortalezas identifican en su gestión, así como las dificultades y retos ante los que se enfrentan. A través de un diseño exploratorio y metodología cualitativa, se realizaron 13 entrevistas semiestructuradas a representantes de equipos directivos de diferentes centros educativos de Cantabria (España). La entrevista giró en torno a los significados asociados a la convivencia y las acciones que la implican en el centro educativo, así como las posibilidades, dificultades y retos pendientes. Mediante un proceso de codificación temática se realizó un análisis comparativo de las narraciones agrupadas bajo un mismo código, incorporando los tópicos conceptual y metodológicamente consistentes. Se empleó NVivo 12 Plus. Los resultados reflejan cómo la convivencia es significada como un medio para facilitar la formación académica, pero también como un fin en sí misma, orientada al desarrollo y formación integral del alumnado, favoreciendo la construcción de una ciudadanía activa y participativa. A pesar del valor otorgado, dificultades como la poca estabilidad de las plantillas o la escasa implicación familiar destacan como barreras claves en el trabajo para su mejora. Como retos futuros, los equipos directivos resaltan la necesidad de formación, reflexión y análisis sobre las propuestas ya en marcha y la implicación global del centro