ABSTRACT
Este estudo investigou práticas educativas de pais e educadores sociais e estratégias de coping adotadas por crianças abrigadas. Participaram da pesquisa 20 crianças, entre sete e 11 anos. Elas responderam a duas entrevistas, que objetivavam identificar práticas educativas e problemas nos ambientes familiar e institucional, e as estratégias de coping utilizadas. Resultados mostraram preponderância das práticas coercitivas em ambos ambientes. No ambiente familiar, os problemas mais comuns foram conflitos conjugais, e as estratégias de coping mais citadas foram coping focado na emoção e inação. Problemas no ambiente institucional pareceram estar mais relacionados a conflitos com pares. O coping focado no problema e a busca de apoio dos educadores foram estratégias mais frequentes para lidar com esta situação. O conhecimento destes aspectos subsidia a elaboração de programas de treinamento para os pais e educadores sociais que possam contribuir ao processo de socialização das crianças abrigadas, considerando as dificuldades próprias do contexto.
This study investigated educational practices of parents and social educators and coping strategies adopted by sheltered children. This study involved 20 children between 7 and 11 years of age. They answered 2 interviews, whose purpose was to identify educational practices and problems in the family and institutional environments and coping strategies employed. The results showed prevalence of coercive practices in both environments. In the family environment, the most frequent problems are conflicts between mother and father and the most mentioned coping strategies are coping focused on emotion and inaction. Problems in the institutional environment are often related to conflicts with their peers. Problem-focused coping and the search for the educators' support are more frequent strategies to deal with this situation. Understanding these aspects helps the creation of training programs for parents and social educators to promote the socialization process of sheltered children, considering the specific difficulties of this context.