Imagens das emoções na infância: Representações sociais da alegria e da tristeza entre crianças em idade pré-escolar

As crianças são muito sensíveis a qualquer mudança no meio familiar ou social. O modo como apreendem, vivenciam e exprimem emoções ou sentimentos, em interacção com o meio - pais, professores e colegas determina, em muito, o seu desenvolvimento, nomeadamente a nível cognitivo, emocional e social. Nesta investigação averiguámos as representações sociais dos sentimentos, em particular da alegria e da tristeza, entre crianças com 5 e 6 anos, de ambos os sexos, que frequentam Jardins de Infância em Lisboa. Enquadrámos teoricamente a investigação na teoria das Representações Sociais (e.g. Moscovici,1976). Os dados foram recolhidos através de desenhos e por associação livre de palavras, a questões colocadas individualmente às crianças, e tratados através de AFO. Os resultados revelaram bastante acerca dos sentimentos das crianças, o que também nos estimula a reflectir sobre o modo mais cuidado para actuar com elas, contribuindo para o seu bem-estar psíquico e social, e aprendizagem. ABSTRACT; Children are deeply sensitive to any change in the family or social environment. The way in which they perceive, experience, and express emotions or feelings when interacting with the environment - parents, teachers, and fellow students - largely determines their development namely on a cognitive, emotional and social level. This research examines the social representations of feelings, particularly of joy and sadness, among children aged 5 and 6 years old, of the both sexes, and attending Kindergartens in Lisbon. On a theoretical perspective, the empirical research is framed on the Social Representations theory (e.g., Moscovici,1976). The data was gathered using drawings and free association, from questions individually made to the children, and examined through FCA2. The results showed quite a lot about the feelings of the children, which also leads us to reflect on the most careful way to act with them, as to contribute to their psychic and social well being, as well as their learning

ABSTINENCE AND ALCOHOL CONSUMPTION AMONG STUDENTS: THE INFLUENCE OF PERSONAL, FAMILY AND SOCIO-CULTURAL SPHERES

Introduction: Among young people, regular or alcohol abuse seems to ally with individual factors, which congregate to other generators behaviors health risk, in social environment, including family and school. The consumption of alcoholic beverages in the younger age groups, according to the World Development Report goes beyond 60%. In the Portuguese case, the Alentejo is the region that recorded higher consumption among schoolchildren. Objectives: This study aims to know the personal inluences of family, of belonging to the group and the school environment, on the withdrawal and consumption habits among young people. Methods: A qualitative nature of research, using comprehensive semi-structured interviews. The study was developed in a school district of Evora, Portugal. The sample consists of ten students from the 8th school grade, ive non-consumers-ive consumers aged between 13 and 15 years old. Results: The trial takes place between 12 and 14 years old as a result of curiosity, explicit or tacit motivation, “give style”, the environment, entertainment and observing behavior. Among the effects of intake indicated as motivators consumption highlight the joy of reaching states and willingness. Family members tend to encourage moderate drinking on festive occasions. family models exaggerated consumption repudiate ingestion. The elements of the group of belonging tend to motivate explicitly, the intake among consumers students. The school promotes initiatives on the theme, punctually. Conclusions: The consumption of alcohol among young people suffer the personal, family and belonging group inluences. The initiatives in school tend to have no effect.

“The most artistic lesson I ever heard” - a contribution to the reflection on the comment made by William James regarding a lesson by Ernst Mach

On November the 2nd 1882, William James visited Ernst Mach in Prague, and attended one of his lectures. The conversation with Mach and the lecture were marking events for James. Based, namely, on James’s lectures for teachers and on Mach’s lectures for the general public, we propose a reflection on the defining traits that made that event "the most artistic lesson [James] ever heard". We shall remark on the imaginative joy contained in these texts, which appear to embody some of James' key ideas on Education. The experience of knowledge about the world contained in the texts, reveals that "to experiment" means "not coldly to observe a thing happening outside us, but to undergo, to feel within oneself, to live oneself this or that manner of being".