Angela Helena Marin

O nascimento do segundo filho e as relações familiares

The second childs birth can increase family tension because it brings a need for reformulation of its roles and functioning rules. The aim of this study was to investigate the impact of the second childs birth on family relations, with special attention to the changes in social support, marital relationship, firstborns behaviors and parents-first born relationship. Eight families, in which the second child had been born during the first borns second year of life, participated in the study. The parents were interviewed during the first borns 18th, 24th and 36th month. The qualitative content analysis revealed the effort of each family member to deal with the ambiguities of this situation which, at the same time the second child is celebrated, changes a relatively steady familiar dynamics involving the father-mother-first-born triad. Although the changes brought anxiety and instability to family relations, the results highlight the adaptiveness of the members of these families.

Child-Rearing Values in Southern Brazil: Mutual Influences of Social Class and Parents’ Perceptions of Their Children’s Development

The authors examine social-class differences in parents’ child-rearing values for autonomy, self-direction, and conformity and the extent to which their values are influenced by their perceptions of their developing children’s characteristics. Parents from 25 middle-class or working-class families in a Brazilian city participated in interviews, observations, and completed Kohn’s Q-Sort measure when their children were 3, 36, and 72 months of age. Parents’ child-rearing values differed significantly by social class: middle-class parents were more likely to value autonomy and self-direction in their children, whereas working-class parents were more likely to value conformity. In addition, the strength and direction of parental values changed significantly as their children developed. Parents were less likely to value autonomy and self-direction when their children were 36 months than when they were either 3 or 72 months. Middle-class parents were more likely to value conformity when their children were 36 than when they were younger or older.

Comportamentos e práticas educativas maternas em famílias de mães solteiras e famílias nucleares

O presente estudo investigou as eventuais diferencas nos comportamentos e praticas educativas maternas e no comportamento infantil entre familias de maes solteiras e familias nucleares. Participaram da pesquisa quatorze familias, das quais sete de maes solteiras (mae-crianca) e sete de maes casadas (mae-pai-crianca), selecionadas em hospitais e unidades de saude de Porto Alegre. Estas familias foram emparelhadas conforme idade, escolaridade e nivel socioeconomico. Foi utilizada uma sessao de observacao da interacao familiar durante um almoco realizado na casa dos participantes, quando as criancas tinham de 30 a 36 meses de idade. Os comportamentos e praticas educativas maternas e os comportamentos infantis foram examinados atraves de um protocolo envolvendo diversas categorias. O Teste de Mann-Whitney nao revelou diferencas significativas entre as familias para as categorias examinadas. Os resultados sugerem que as configuracoes familiares investigadas nao afetam, necessariamente, os comportamentos e as praticas educativas maternas, nem os comportamentos infantis.Eventual differences in maternal behavior, childrearing practices and children’s behaviors in single-mother and twoparent families are analyzed. Fourteen families, 7 constituted by single mothers (mother and child) and 7 by married mothers (mother, father and child), selected in hospitals and health units of Porto Alegre RS Brazil, participated in the study. The families were matched according to age, education and socioeconomic level. Using a protocol with several categories an observation session of the family at lunchtime in the participants’ home, when the children were 30-36 months old, was used to examine the maternal behavior and childrearing practices, as well as the children’s behaviors. Mann-Whitney test indicated no significant differences between single and married mothers for the categories examined. Results suggest that the family structure investigated do not necessarily affect maternal behaviors, childrearing practices and children’s behaviors.

Transmissão intergeracional de práticas educativas parentais: evidências empíricas

This study investigated the transmission between generations of childrearing practices of 30 mothers and 22 fathers, whose first child was 3 years old. Participants were interviewed about childrearing practices they had themselves received from their parents and those they used with their children. Quantitative and content analyses were realized with childrearing practices categorized as inductive, coercive and non-interfering. Results showed continuity of received practices, whether they were inductive, coercive or non-interfering, as well as changes in the used practices due to characteristics of the couple or the child. Childrearing practices seem to comprise a dynamic process between parents and children, with a nonlinear transmission between generations, and affected by factors other than reproduction of learned patterns.

Social Class, Workplace Experience, and Child-Rearing Values of Mothers and Fathers in Southern Brazil

We investigated associations among social class, parents’ work experiences, and their child-rearing values in a sample of mothers and fathers drawn from southern Brazil, testing Kohn’s hypothesis that parents who experience greater decision-making autonomy at work and who perceive their jobs to be more complex will be more likely to value self-direction and less likely to value conformity in their children. We also tested the hypothesis that the relation between social class and values would be mediated by workplace experiences. Participants included 68 parents (38 mothers, 30 fathers; 46 working class, 22 middle class) of 36-month-old children who were part of a longitudinal study. Correlation analyses revealed few associations among social class, workplace experiences, and child-rearing values among the mothers, but among the fathers these variables associated in the expected direction. The results also indicated that workplace experience mediates the relation between social class and values, although only for fathers. Our findings supported Kohn’s hypothesis regarding differences between social-class groups and highlighted that the relation between work experience and parental values varied by parents’ gender. Social and cultural issues regarding work context and parental values between women and men in southern Brazil are discussed.

Práticas educativas parentais, problemas de comportamento e competência social de crianças em idade pré-escolar

Parental child-rearing practices, behavior problems and pre-school children’s social competence. The study examined associations between parents’ childrearing practices, behavior problems and pre-school children’s social competence. A total of 48 mothers and 33 fathers, when their firstborn children were aged six, completed an interview about child-rearing practices and the Social Skills Rating System that also assesses behavior problems. Spearman correlations indicated positive associations between maternal coercive practices and children’s behavior problems, especially those related to externalizing. Positive correlations were also found between fathers’ coercive practices and internalizing problems, as well as among fathers’ inductive and non-interference practices with children’s cooperation and assertiveness, respectively. Girls’ mothers reported higher levels of self-control and social competence than did boys’ mothers. Moreover, lower SES mothers referred more coercive practices while higher SES mothers reported more inductive practices. Findings underscore the relationship between fathers’ inductive practices and children’s social competence. In addition, results suggested associations among both mothers’ and fathers’ coercive practices and children’s behavior problems.

School Failure in the Perception of Adolescents, Parents and Teachers

Este estudio tiene como objetivo comprender las causas y la experiencia del fracaso escolar, entendido como distorsion entre edad y ano escolar de dos o mas anos de ensenanza, por medio de la percepcion de adolescentes con un historial de fracaso escolar, asi como de sus padres y maestros. Es una investigacion cualitativa, descriptiva y de caracter transversal. Los participantes formaron tres grupos distintos: 35 adolescentes, 11 padres y 3 maestros. Los instrumentos utilizados fueron una ficha de contacto inicial y grupos de enfoque. Para el analisis de contenido resultaron tres categorias y sus respectivas subcategorias relacionadas con el proposito del estudio. Los resultados apuntan a la complejidad del fracaso escolar, revelado especialmente en el discurso de los maestros. Sin embargo, aun prevalece el discurso de culpa personal y familiar entre los adolescentes y sus padres. Se destaca el sufrimiento resultante de la experiencia del fracaso escolar y sus consecuencias clinicas y sociales.

Seguindo em frente!: O fracasso escolar e as classes de aceleração

This study aimed to characterize the work in learning accelerated classes in a public school in Sao Leopoldo - RS, and the effects of it in adolescents with a history of school failure, in their parents and teachers. This is a qualitative, descriptive and transversal research. The participants formed three groups: 35 adolescents, 11 parents and three teachers. The instruments used for data collection were one sheet of initial contact and focus groups. In the content analysis emphasized to the statements regarding the accelerated classes, which are derived four categories related to the purpose of the study. The results showed an increase in self-esteem and better school performance of students, who have also reflected on their families. We believe that the performance and the small number of teachers, the establishment of the link between teacher and student and the change in curriculum and methodological organization contributed to the success of the project.

“Por que meu filho reprova?” Estudo sobre o vínculo parental e a reprovação escolar

The general objective of the present study was to investigate the relation between the parental bond and the school failure history of adolescents and their parents. The specific objectives were to identify the cognitive profile and compare the type of parental relationship established between adolescents with and without school reprovation. For that, a correlational and comparative design, of quantitative and transversal character, was used. The participants were 140 adolescents from public schools in Sao Leopoldo/RS, who answered the Sociodemographic Data Questionnaire, Raven Progressive Matrices Test and Parental Bonding Instrument. The results indicated that the mothers and fathers number of failures was positively associated with the child reproaches number, as well as the factor care of the mother and father to the childs intellectual potential. Still, the fathers care factor related negatively and overprotection factor positively with the child reproaches number. It was also found that adolescents with no history of school failure perceive their parents as more emotionally available, attentive and interested in them. These results highlight the importance of encouraging the participation of parents in the children’s teaching-learning process.

Educação sexual em escolas brasileiras: revisão sistemática da literatura

The present study conducted a systematic review of the literature on sexuality education in Brazilian schools, in order to identify its main characteristics, topics addressed and professionals involved. The research resulted in 24 empirical articles published between 2010-2016, obtained from Educ@, Science Direct, MEDLINE, LILACS and SciELO databases. It was determined that the actions reviewed do not meet the recommendations of the Parâmetros Curriculares Nacionais [National Curricular Parameters] regarding the mainstreaming of the theme. It is important to emphasize the need to extend this debate and to invest in teacher training with a view to transforming discriminatory sexual patterns and promoting a culture of prevention in health in the school environment.