DSpace Collection:http://hdl.handle.net/11624/33832024-03-22T22:56:37Z2024-03-22T22:56:37ZAs maternidades em contexto de vulnerabilidade social : pensando acerca do imaginário coletivo.Fontes, Ana Paula Devittehttp://hdl.handle.net/11624/37542024-03-06T14:41:31Z2023-01-01T00:00:00ZTitle: As maternidades em contexto de vulnerabilidade social : pensando acerca do imaginário coletivo.
Authors: Fontes, Ana Paula Devitte
Abstract: Women confronting inequalities and mothers in contexts of social vulnerability are faced with a series of considerable challenges, requiring remarkable resilience. The core of this research was to deepen the understanding of the collective imaginary of users of a social assistance service about the experience of motherhood in a social vulnerability context. Another aim was to instigate a deeper reflection on this topic, since an inadequate approach can precipitate a state of overall helplessness, which has negative consequences on the mental health of these women. In this context, the research sought to decipher the collective perceptions about this reality, examining the interconnection of complex factors that delimit this experience. Given the intrinsic significance of this investigation, it becomes crucial to direct specific attention to these women, since they often deal with weakened ties and are frequently deprived of access to their full rights as citizens. The sample of this study was selected by convenience, including seven adult mothers living in a situation of social vulnerability and who were followed in a Social Assistance Reference Center, actively participating in the Comprehensive Family Care Program. Adopting a qualitative approach, individual interviews were conducted using the Drawing-and-Story with Theme Procedure, a technique inspired by Winnicott's Squiggle Game developed by Aiello-Vaisberg to facilitate communication, foster creativity and encourage the participants' spontaneity. The interviews were recorded, transcribed and analyzed using the method of Mary Jane Spink. As a result, this study generated the "Motherhood Cards" as a technical product, aiming to catalyze the reflections, the exchange of perspectives and the deconstruction of paradigms in the social care teams. This tool assumes the role of an instrument for continuous education about the intersection between motherhood and social vulnerability. In short, this study reinforces the importance of implementing policies that offer social, family and psychological support to amplify preventive approaches and provide comprehensive support to women living in this challenging situation.2023-01-01T00:00:00ZEducação biocêntrica : o corazonar potencializando a inteligência afetiva nos adolescentes.Dummel, Simone da Cruzhttp://hdl.handle.net/11624/37432024-03-01T19:47:31Z2023-01-01T00:00:00ZTitle: Educação biocêntrica : o corazonar potencializando a inteligência afetiva nos adolescentes.
Authors: Dummel, Simone da Cruz
Abstract: Adolescence has been discussed for a long time by several authors that aim to comprehend how these youngsters behave and relate among themselves and with other people, considering that afflictions, matches and mismatches are felt and experienced in their maturing process, though not always they healthily experience this plurality of feelings. For this reason, this research intervention aimed to comprehend how Biocentric Education and Corazonar can help develop the affective intelligence in adolescents. This has been a qualitative study, with an intervention participant research as method, where culture circles were used, with the intent of building knowledge through experiences and reflexions on the dialogs built. Five meetings were held, with 10 adolescents with ages between 14 and 15 years old. The procedure of data reflection, considering these are sensitive and subjective aspects, was performed with the assumptions of Jung’s symbolic thinking (symbolic amplification). By the end of the research, it was possible to comprehend how Biocentric Education enables to produce a socio-emotional and affective learning, enhancing a corazonar of emotions and experiences lived by these adolescents facing their adversities, providing strengthening and a construction of meaning in their relationship with themselves and with others.2023-01-01T00:00:00ZA docência e seus (des)prazeres no contexto da educação infantil.Santos, Andréa da Silva Dantashttp://hdl.handle.net/11624/37042024-01-17T15:10:46Z2023-01-01T00:00:00ZTitle: A docência e seus (des)prazeres no contexto da educação infantil.
Authors: Santos, Andréa da Silva Dantas
Abstract: Over the years, due to its historical context, the teaching profession, within the scope of early childhood education, has faced challenges in an attempt to establish its educational social value. Thus, the present study has the general objective of identifying and analyzing the production processes of health and illness in the exercise of the teaching profession in early childhood education from the perspective of the teachers. And as specific objectives to describe the understanding about the mental health production processes experienced by early childhood education teachers in the school environment; characterize the suffering experienced based on elements listed in the teachers' narratives and point out the reflection of the mental exhaustion of these teachers with the expansion of work processes in the context of the Covid-19 Pandemic. The methodological perspective that underlies this research was exploratory with a qualitative nature, with an approach method focused on the analysis of the senses from Spink's theoretical-methodological perspective. As an intervention proposal, focus group meetings were held in August and September 2022, with the participation of 30 teachers, currently working in the six municipal Early Childhood Education Centers where the meetings took place. The narrative of the research participants, denote ambivalence in relation to the issues that generate pleasure and displeasure in the exercise of teaching in early childhood education, the need for professional recognition and appreciation and better working conditions. Thus, it is evident that there is a need for public policies aimed at improving the teaching profession in early childhood education, as health and education are preponderant conditions for human and social development. From the meetings of the focus groups, the technical product is presented as a result of this study: Teaching work in the context of early childhood education and mental health, an electronic booklet that presents information that makes it possible to generate reflections on work and health of the teaching worker in education childish.2023-01-01T00:00:00ZCuidados com a saúde mental infantil no contexto escolar : uma proposta de intervenção.Costa, Euna Nayara Cordeiro dahttp://hdl.handle.net/11624/37032024-01-17T14:55:59Z2023-01-01T00:00:00ZTitle: Cuidados com a saúde mental infantil no contexto escolar : uma proposta de intervenção.
Authors: Costa, Euna Nayara Cordeiro da
Abstract: Children’s mental health is an extremely relevant topic nowadays, considering the global scenario of child psychiatric illnesses, as pointed out by the increasing number of referrals of this public to specialized health services. Several factors contribute to the promotion of child mental health, among them the environment in which the child is inserted. In this context, the school environment plays na essencial role in the development of health promoting actions, with the teacher as the main agent in this process.This study presents an intervention research aimed to analyze how care for child mental health is being developed in the public municipal schools in the city of Teresina, Piauí, Brazil. As the intervention proposals, two discussion groups and two pedagogical workshops were conducted between August and November 2023, with the participation of professionals working in the researched schools. The data collected were analyzed on Bardin's Content Analysis methodology. Four thematic axes were constructed for the analysis: a) The school as a promoter of child mental health; b) Teacher training for mental health promotion; c) School inclusion; d) Family as a promoter factor of mental health. The research participants demonstrate knowledge put together through their experiences as teachers and brief readings of the study object, what indicates the importance of promoting actions focused on education professionals for them to embody on more assertive pedagogical strategies .related to school mental health in a school enviroment, providing a full development to its individuals. It is believed that studies like this one can contribute to the planning actions concentrated to the theme of mental health in schools and are able to implicate larger systems with public policies in health, education and social assistance.2023-01-01T00:00:00Z