RESUMO
No âmbito da pesquisa sobre família, o tema violência, infelizmente, tem espaço. Apesar de ser o ambiente que, ao nível do ideal, deveria ser protegido, ao nível do real, a família aparece como um lugar de atos e práticas violentas contra os seus integrantes. Esse trabalho analisa, através de pesquisa bibliográfica realizada nas bases de dados Scielo e BVS-psi, a experiência de paternidade de homens oriundos de ambientes familiares violentos, buscando conhecer a relação entre a vivência de violência na família de origem e a experiência da paternidade na família atual. Foi possível identificar que a violência intrafamiliar vivenciada na infância influencia na experiência da paternidade, quando os filhos da violência tornam-se pais. No entanto, essa influência não determina a manutenção dos padrões relacionais disfuncionais da família de origem. Manter ou transformar padrões relacionais disfuncionais depende de uma conjunção de fatores de risco e proteção.(AU)
As part of the research on family, violence has unfortunately space. Despite being the environment that, in the ideal level, should be protected, at the level of the real, the family appears as a place of violent acts and practices against its members. This study examine, through a literature research in the databases Scielo and BVS-psi, the experience of fatherhood of men from violent family backgrounds, seeking to know the relationship between the experience of violence in the origin family and the experience of fatherhood in the family today. We found that domestic violence experienced in childhood influences the experience of fatherhood, when the sons of violence become parents. However, this influence doesn’t determine the maintenance of dysfunctional relational patterns of the origin family. Maintain or turn dysfunctional relational patterns depends on a combination of risk and protective factors.(AU)
Assuntos
Humanos , Paternidade , Relação entre Gerações , Violência Doméstica , Relações Familiares/psicologiaRESUMO
Este estudo objetivou avaliar efeitos da experiência de creche no desenvolvimento cognitivo de crianças freqüentando creche, em comparação com crianças que permaneciam em casa, todas de um bairro pobre de Salvador e condições sócio econômicas eqüivalentes. Dois grupos de crianças (18 em creche e 19 em casa), juntamente com suas mães, participaram do estudo. As Escalas Bayley ou WPPSI-R (dependendo da idade da criança) foram aplicadas quatro vezes em 26 meses; subsidiariamente, as mães foram entrevistadas para fornecer uma avaliação do desempenho da criança a partir de seu ponto de vista. Os resultados mostraram que o desenvolvimento cognitivo foi afetado pela renda das famílias e, parcialmente, pela escolaridade materna. Freqüentar a creche não produziu resultados significativos em desempenho cognitivo, enquanto a avaliação materna indicou algumas diferenças entre os dois grupos na primeira avaliação, que desapareceram, na maior parte, na última. Os resultados são parcialmente compatíveis com a literatura, e suas implicações são discutidas.(AU)
This study aimed to assess effects of the day care center experience on the cognitive development of pre-school children. Two groups of children, 18 from day care centers and 19 who were cared for at their homes were studied, including their mothers, took part in this study. Both groups had equivalent socioeconomic status and lived in a very poor neighborhood. Bayley Scales or WPPSI-R Scale (according to age) were used four times in a 26 month period; as an auxiliary research instrument, the mothers were interviewed for providing a child assessment from their own point of view. The results show that family income and, to some extent, the mother's school level affected cognitive development. Attendance to a day care center did not produce significant differences in cognitive development; maternal assessments suggested some differences between groups in the first evaluation, which disappeared, most of them, in the last one. These results are compatible partially with international literature and their implications are discussed.(AU)
Assuntos
Humanos , Feminino , Lactente , Pré-Escolar , Adulto , Creches , Cognição , Desenvolvimento Infantil , Fatores Socioeconômicos , EscolaridadeRESUMO
Este estudo objetivou avaliar efeitos da experiência de creche no desenvolvimento cognitivo de crianças freqüentando creche, em comparação com crianças que permaneciam em casa, todas de um bairro pobre de Salvador e condições sócio econômicas eqüivalentes. Dois grupos de crianças (18 em creche e 19 em casa), juntamente com suas mães, participaram do estudo. As Escalas Bayley ou WPPSI-R (dependendo da idade da criança) foram aplicadas quatro vezes em 26 meses; subsidiariamente, as mães foram entrevistadas para fornecer uma avaliação do desempenho da criança a partir de seu ponto de vista. Os resultados mostraram que o desenvolvimento cognitivo foi afetado pela renda das famílias e, parcialmente, pela escolaridade materna. Freqüentar a creche não produziu resultados significativos em desempenho cognitivo, enquanto a avaliação materna indicou algumas diferenças entre os dois grupos na primeira avaliação, que desapareceram, na maior parte, na última. Os resultados são parcialmente compatíveis com a literatura, e suas implicações são discutidas.
This study aimed to assess effects of the day care center experience on the cognitive development of pre-school children. Two groups of children, 18 from day care centers and 19 who were cared for at their homes were studied, including their mothers, took part in this study. Both groups had equivalent socioeconomic status and lived in a very poor neighborhood. Bayley Scales or WPPSI-R Scale (according to age) were used four times in a 26 month period; as an auxiliary research instrument, the mothers were interviewed for providing a child assessment from their own point of view. The results show that family income and, to some extent, the mother's school level affected cognitive development. Attendance to a day care center did not produce significant differences in cognitive development; maternal assessments suggested some differences between groups in the first evaluation, which disappeared, most of them, in the last one. These results are compatible partially with international literature and their implications are discussed.
Assuntos
Humanos , Feminino , Lactente , Pré-Escolar , Adulto , Creches , Desenvolvimento Infantil , Cognição , Escolaridade , Fatores SocioeconômicosRESUMO
This paper describes the methodology, applicability and utility of the Raven Progressive Matrix (Raven Test) and the Brazilian Intellectual Probe (TSI), comparing them with school achievement in a typical medium-size urban community of Northeastern Brazil. 388 schoolchildren (7-17 years old) were examined, with 371 Raven tests applied. Only 231 TSIs were completed, since 106 students were illiterate. School grades were obtained for all participants. A questionnaire evaluating school resources, and teacher profiles was answered by 200 teachers. Raven and TSI test scores were highly correlated (r = 0.53, p < 0.001), but both correlated weakly with overall school grade (r = 0.22, p < 0.001 and r = 0.12, p < 0.07 respectively). For individual school grades, the Raven scores showed statistically significant correlation with all subjects, while the Brazilian TSI presented statistically significant correlation only with geography, history and sciences. Boys' mean scores were higher than girls' for both the Raven and the TSI Tests, but for the school grades girls performed better. In general, level of cognitive development was below that expected for children in the age-group analyzed.
Assuntos
Logro , Adolescente/fisiologia , Desenvolvimento Infantil , Ensino , Brasil , Criança , Avaliação Educacional , Feminino , Humanos , Testes de Inteligência/normas , Masculino , Testes Psicológicos/normas , Fatores Socioeconômicos , Estatísticas não Paramétricas , Inquéritos e QuestionáriosRESUMO
This paper describes the methodology, applicability and utility of the Raven Progressive Matrix (Raven Test) and the Brazilian Intellectual Probe (TSI), comparing them with school achievement in a typical medium-size urban community of Northeastern Brazil. 388 schoolchildren (7-17 years old) were examined, with 371 Raven tests applied. Only 231 TSIs were completed, since 106 students were illiterate. School grades were obtained for all participants. A questionnaire evaluating school resources, and teacher profiles was answered by 200 teachers. Raven and TSI test scores were highly correlated (r = 0.53, p < 0.001), but both correlated weakly with overall school grade (r = 0.22, p < 0.001 and r = 0.12, p < 0.07 respectively). For individual school grades, the Raven scores showed statistically significant correlation with all subjects, while the Brazilian TSI presented statistically significant correlation only with geography, history and sciences. Boys' mean scores were higher than girls' for both the Raven and the TSI Tests, but for the school grades girls performed better. In general, level of cognitive development was below that expected for children in the age-group analyzed.
