Afonso Galvão

Adolescentes e jovens em situação de risco psicossocial: redes de apoio social e fatores pessoais de proteção

Adolescence and youth at risk situation: social network and personal protective factors. This study aimed to investigate social and personal factors that can serve as protection to adolescents and youths in situation of social and personal risk. The participants were 852 adolescents and youths of public schools of the Federal District, aged 13 to 27 years, who answered a questionnaire with 109 items about risk and protection in their development. The results focused on the protection networks (family, school, friends) and the personal factors (self-esteem, religiosity-spirituality). The adolescents and youths presented processes of global resilience (social, emotional and academic), evidencing the trust in themselves and in the composed network by school, family and friends. The data analyses show the importance of understanding adolescence and youth as a contextual process in Brazil and the necessity of youth’s public polices to exercise and to internalize positive and protective experiences.

A escola e as perspectivas educacionais de jovens em situação de risco

This study aimed at identifying youths in a situation of psychosocial risk, their school achievement and aspiration, and their social support network related to their teaching-learning context. It investigated protection and vulnerability in the school context based on positive psychology and the ecological approach to development. Participants were 852 males and females secondary state school students, from administrative regions of the Federal District - Brazil. They answered to a lengthy questionnaire about their relationship with colleagues and teachers, school quality and importance, school failure and their social-affective network. Results show the school as an important net of protection to which participants associate attitudes of confidence and interest. They value the continuity of their education and the school is included their projects for the future. In the school context, friends, teachers and parents represent important protection factors.Este estudo visou identificar a percepcao de jovens em situacao de risco psicossocial sobre a realizacao e aspiracoes escolares e a rede de apoio social relacionadas ao contexto de ensino-aprendizagem. Investigou protecao e vulnerabilidade no contexto escolar, com base na Abordagem Ecologica do Desenvolvimento e a Psicologia Positiva. 852 jovens, de ambos os sexos, do ensino medio publico de regioes administrativas do Distrito Federal responderam a um questionario sobre relacoes com professores e amigos, qualidade e importância da escola, reprovacao e fracasso escolar e rede de apoio social e afetiva. Os resultados revelaram que a escola se constitui numa importante rede de protecao, com a qual os jovens apresentam, em geral, atitudes positivas de confianca e interesse. A continuidade da formacao e valorizada e a escola esta incluida em projetos futuros destes jovens. Os amigos, professores e pais representam importantes fatores de protecao no contexto escolar.

Violências escolares: implicações para a gestão e o currículo

Este trabajo presenta los resultados de un conjunto de proyectos de investigacion educativa exploratoria cuyo objeto es conocer mejor las violencias escolares entre estudiantes y profesores y algunas de sus implicaciones practicas. En estos proyectos se utilizaron metodos cuantitativos y cualitativos, con foco en casos de escuelas urbanas publicas y privadas. Segun sus conclusiones, la escuela es al mismo tiempo agente, victima y laboratorio del aprendizaje sobre la violencia. Las significativas diferencias entre los conceptos de violencias sucedidos entre docentes y estudiantes recomiendan su discusion por parte de los dos grupos, para pactar normas y conductas aprobadas. Para que esto se lleve a cabo es necesario contar con la gestion escolar democratica, no burocratica, con liderazgo efectivo, asi como tambien con dinamicas curriculares valiosas para los estudiantes, con enfasis en valores y emociones, en el contexto de cambios paradigmaticos de la educacion.

Cognição, emoção e expertise musical

This text, about the relationship between music and cognition, aims at launching new perspectives for an idea, which is quite old in psychological research, that musical activity has important consequences for emotional and cognitive human development. However, these are not always positive, once music learning processes, as traditionally developed, may also lead to frustration and illness, both physical as psychological. This text analyses these topics, focusing on expert learning of musical instruments of classical tradition as a form of continuous learning which involves the constant development and refining of metacognitive and self-regulatory abilities, as well as a capacity to overcome emotional obstacles derived from the type of investment necessary to achieve and maintain musical expertise.

Estratégias de aprendizagem: reflexões sobre universitários

Explora o tema estrategias de aprendizagem e revisa algumas pesquisas sobre a aprendizagem de estudantes universitarios de diversos cursos de graduacao. Especificamente, focaliza-se o estudo individual deliberado, a lei da potencia de aprendizagem, estrategias individuais de estudo, a dimensao superficialidade-profundidade e as influencias da avaliacao no estudo individual. O estudo conclui que estudantes de graduacao utilizam estrategias superficiais, qualitativa e quantitativamente ineficientes, que tendem a ser influenciadas pelo tipo de aula que vivenciam e pela dinâmica curricular que orienta a acao pedagogica nos cursos de graduacao. Para superar isso e necessario que se estabeleca uma nova cultura de ensino e aprendizagem que leve em conta o modo como experts aprendem.

Liberating Education: The Dissident Voice of a Good Enough School

This study develops a concept of the Good Enough School inspired by Freire’s (1997) Liberating Education and Dussel’s (1977) Philosophy of Liberation in response to policies and practices that reduce the focus of education to a mere performance on national and international tests, and the search for first places on rankings. We criticize educational models that minimize important educational dimensions, such as qualification (learning of formal knowledge), humanization, democratization and transcendentalism, that are essential to the construction of another model of social and economic development. The Good Enough School is based on the ethics of otherness and assumes the importance of decolonization processes in the ways of being, thinking and acting. It is oriented towards dealing with personal, social, local and global challenges through potential spaces (Winnicott, 1975) that ensure the care of children and young people who were not socialized in a good enough environment, and spaces of appearance (Arendt, 2007), which ensure the political exercise of citizenship and democracy to the school community.

Colonial thinking, educational policy and social development: The Calliandra in bloom

This paper addresses problems of educational governance in globalization contexts, exploring actions that might become social development options, taking mainly into account Southern authors´ formulations geared towards social development. We suggest, at the end, that such foundations may contribute for the construction of educational policies that will foster global citizenship in the context of the extremely competitive governance arena.

Escolha profissional na perspectiva de professores de Educação Infantil

This qualitative and exploratory research aimed at investigating the underlying reasons for the professional choice of teachers who work with early education. 17 teachers (7 from public schools and 10 from private schools) were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided participants’ professional choice. According to the results, the main reasons for choosing to work with children were associated with love for children, family influence, opportunity, idealism, enchantment and special talent to work with children. Some of the interviewees’ had working with children as a professional option consciously made, whether others were merely taken by the circumstances. Stereotyped views of the profession (feminine profession) are also addressed.

Violencia escolar: implicaciones para la gestión y la dinámica curricular

Este trabajo presenta los resultados de un conjunto de proyectos de investigacion educativa exploratoria cuyo objeto es conocer mejor las violencias escolares entre estudiantes y profesores y algunas de sus implicaciones practicas. En estos proyectos se utilizaron metodos cuantitativos y cualitativos, con foco en casos de escuelas urbanas publicas y privadas. Segun sus conclusiones, la escuela es al mismo tiempo agente, victima y laboratorio del aprendizaje sobre la violencia. Las significativas diferencias entre los conceptos de violencias sucedidos entre docentes y estudiantes recomiendan su discusion por parte de los dos grupos, para pactar normas y conductas aprobadas. Para que esto se lleve a cabo es necesario contar con la gestion escolar democratica, no burocratica, con liderazgo efectivo, asi como tambien con dinamicas curriculares valiosas para los estudiantes, con enfasis en valores y emociones, en el contexto de cambios paradigmaticos de la educacion.

School violence: implications for management and curriculum dynamics

Este trabajo presenta los resultados de un conjunto de proyectos de investigacion educativa exploratoria cuyo objeto es conocer mejor las violencias escolares entre estudiantes y profesores y algunas de sus implicaciones practicas. En estos proyectos se utilizaron metodos cuantitativos y cualitativos, con foco en casos de escuelas urbanas publicas y privadas. Segun sus conclusiones, la escuela es al mismo tiempo agente, victima y laboratorio del aprendizaje sobre la violencia. Las significativas diferencias entre los conceptos de violencias sucedidos entre docentes y estudiantes recomiendan su discusion por parte de los dos grupos, para pactar normas y conductas aprobadas. Para que esto se lleve a cabo es necesario contar con la gestion escolar democratica, no burocratica, con liderazgo efectivo, asi como tambien con dinamicas curriculares valiosas para los estudiantes, con enfasis en valores y emociones, en el contexto de cambios paradigmaticos de la educacion.