Família e escola: memórias de letramento

The school has the social function of educating the individual, building knowledge, attitudes and values that make supportive, critical, ethical and participatory. It is understood, however, in this study, these functions will only be, in fact, met at school if the family engagement at school. As a result, the objective of this research is to rescue the stories of families literacies yesterday and today and their expectations forward to school literacy of children. Theoretically, this research is based on studies of literacy (STREET, 1984; KLEIMAN, 1995; TFOUNI, 1995; 2010; OLIVEIRA, 2008) and in research on family literacy (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Methodologically, it is a qualitative research which fall within the field of Applied Linguistics (MOITA LOPES, 2006), characterized as an approach of the kind interpretative (MAYRING, 2000; CRESWEL, 2010). It takes as research area Municipal School Councilman Jose Sotero - Igapó / Natal-RN, using data generation tools such as: interview, questionnaire, teaching sequence and conversation wheel, aiming to seek answers to the following questions: How important to recover the reading and writing practices of the parents? What are the relationships between the history of the parents and the reading practices prevalent in the family? Which way to articulate these two systems: family and school, giving new meaning to the literacy practices experienced in the family context and the implications of literacy in school literacy of children? From the analysis of the data generated is expected to understand the family-school binomial and its interference in the literacy process of the students.

Retos para potenciar la inclusión desde el discurso de la comunidad educativa: estudio de caso desde una perspectiva longitudinal

La inclusión del alumnado inmigrante resulta fundamental para garantizar la igualdad de oportunidades y el desarrollo de una ciudadanía crítica y participativa. Por ello, el presente artículo corresponde a un estudio longitudinal en un centro escolar con el objetivo de conocer las percepciones de los docentes hacia las familias inmigrantes y justificar la importancia de potenciar la participación de las dichas familias en la vida educativa. El análisis sobre dicho enfoque inclusivo se inició en el curso 2010/11 y finaliza tres años después. Los resultados obtenidos a través de la observación participante, entrevistas a informadores clave y el análisis de documentos del centro se exponen clasificados en diferentes estrategias tanto a nivel organizativo como de aula.

L'impact de la création littéraire, en contexte d'aide, sur la symptomatologie psychophysiologique d'adolescents atteints d'une maladie chronique : étude interdisciplinaire et exploratoire.

Thèse réalisée dans le cadre d'un Ph.D.interdisciplinaire en Psychologie, en création littéraire et en orthopédagogie. L'impact de la création littéraire a été étudié chez des adolescents atteints d'une maladie chronique au CHU Sainte-Justine de Montréal. Cette recherche est exploratoire car la création littéraire n'a jamais été étudiée dans cette perspective. Elle a été réalisée sous la direction de Catherine Mavrikakis, professeure et écrivain à la Faculté des arts et sciences au Département des littératures francophones de l'Université de Montréal et de Jean-François Saucier, psychiatre et anthropologue à la Faculté de médecine au Département de psychiatrie de l'Université de Montréal et chercheur au CHU Sainte-Justine. Interdisciplinary Study.

Família, escola e comunidade: o papel das associações de pais e encarregados de educação no agrupamento vertical das escolas da Junqueira

Dissertação de Mestrado em Intervenção Comunitária - Especialização em Contextos de Risco, apresentada à Escola Superior de Educação de Paula Frassinetti

Rôle de la collaboration famille-école dans la relation entre les caractéristiques sociodémographiques des familles et les difficultés de comportement des enfants de maternelle

Résumé : Les enfants de maternelle dont la préparation scolaire est limitée risquent de présenter des difficultés comportementales nuisibles à leur adaptation ultérieure. L’implication des parents à l’école, plus précisément la collaboration famille-école (CFE), peut représenter un facteur de protection favorisant l’adaptation de l’enfant tout au long de son parcours scolaire. Les écrits scientifiques suggèrent que la CFE jouerait un rôle important dans l’explication des difficultés de comportement, surtout auprès des enfants provenant de familles défavorisées. Cette étude porte sur le rôle de la CFE dans l’explication des difficultés de comportement intériorisé et extériorisé des enfants de maternelle qui présentaient des lacunes sur le plan de leur préparation scolaire. Les analyses de régression linéaire montrent que pour l’ensemble des familles de l’échantillon (n=47), plus il y a de communication entre le parent et l’enseignant, plus il y a présence de comportements extériorisés et intériorisés. Par contre, la CFE modère la relation entre un indice d’adversité constitué du cumul de cinq facteurs de risque sociodémographiques et les difficultés de comportement intériorisé. Ainsi, chez les familles défavorisées, une communication plus fréquente est associée à moins de comportements de type intériorisé.

"Warum darf die mit Laptop spielen und wir nicht?". Eine Fallanalyse zur beruflichen Initiation und Kooperation von Lehramtsstudierenden im Schulpraktikum

Mit den Reformen der Lehrerbildung war seit Anfang des 21. Jahrhunderts die Umsetzung eines stärkeren Berufsfeldbezugs im Lehramtsstudium verbunden. Niederschlag fand dies u.a. in einer Ausweitung von Schulpraktika in den Studiengängen in Deutschland. Erste Erfahrungen in der praktischen schulpädagogischen Arbeit sollten dabei möglich werden und an der Hochschule erworbenes wissenschaftliches Wissen und Können einen ersten reflexiven Anwendungsbezug erhalten. [...] In explorativer Absicht wird vor diesem Hintergrund im Folgenden eine Protokollsequenz untersucht, in der eine Lehrerin, eine Praktikantin und Schüler in einer Unterrichtsstunde interagieren. Bestimmend für die Auswahl war die Tatsache, dass hier die Praktikantin an der Disziplinierung der Schüler beteiligt wird - was nach langjähriger Erfahrung des Autors nicht selten vorkommt. (DIPF/Orig.)

Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: a vida na escola e na família. Que conexões?

O presente relatório de estágio desenvolveu-se no âmbito da unidade curricular de Prática de Ensino Supervisionada, tendo por finalidade a obtenção de grau de mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Corresponde à descrição e análise de um trabalho desenvolvido em dois contextos, jardim-de-infância e 1º ciclo, inseridos num meio urbano, com grupos de crianças de três, quatro, cinco e seis anos e de seis e sete anos (respetivamente). Este trabalho procurou compreender de que forma ocorriam as conexões entre a vida na escola e na família em contexto. Começando por compreender como poderiam ser promovidas e ampliadas as relações entre ambos, de forma a envolver os familiares nas aprendizagens das crianças. No entanto criando sempre um espaço de troca de aprendizagens onde as diferenças sejam valorizadas. O enquadramento teórico foi construído de forma focada em três áreas de pesquisa: as conexões entre a escola e a família, e sua relevância; as tipologias de relação escola-família; e os problemas e estratégias de intervenção no âmbito da relação escola-família. Este relatório foi sustentado na metodologia de investigação-ação, utilizando diferentes instrumentos de recolha de dados de modo a responder às questões e objetivos propostos: observações, notas de campo e reflexões; revisão de literatura e questionário. Os resultados que emergiram deste relatório, sustentados nos instrumentos de recolha de dados, realçam a importância das conexões entre a vida na escola e na família. Apesar da existência de alguns obstáculos nesta relação, torna-se necessário encontrar estratégias que os eliminem por forma a compreender ambas as partes e um melhor rendimento escolar das crianças; Supervised Teaching Practice in Preschool and Primary Education : Life at School and in the Family, which connections? Abstract: This is an action-reseach project research developed within the Supervised Teaching Practice, part of the master in Preschool Education and Primary Teaching. It entails the description and analysis of the work developed in one pre-school and one and primary school, inserted in an urban environment, with children from three to six and from six to seven years (respectively). This work sought to understand how occurred the connections between life at school and in the family context. Starting to understand how they could be promoted and expanded relations between the two context, in order to involve family members in the learning of children. However creating always a swap space of learning where the differences are valued. The theoretical framework focused on three subjects: the importance of the connections between the school and the family,; the types of school-family relationship; and problems and intervention strategies within the school-family relationship. This report adopted an action research methodology, using different data collection instruments in order to reach the objectives proposed: observations field notes and reflections; literature review and a questionnaire. The results that emerged from this report, supported by data, highlight the importance of the connections between life at school and in the family. Despite some obstacles in this relationship, it is necessary to find strategies to eliminate them in order to understand both parts and a better school performance of children.

L'impact de la création littéraire, en contexte d'aide, sur la symptomatologie psychophysiologique d'adolescents atteints d'une maladie chronique : étude interdisciplinaire et exploratoire

Thèse réalisée dans le cadre d'un Ph.D.interdisciplinaire en Psychologie, en création littéraire et en orthopédagogie. L'impact de la création littéraire a été étudié chez des adolescents atteints d'une maladie chronique au CHU Sainte-Justine de Montréal. Cette recherche est exploratoire car la création littéraire n'a jamais été étudiée dans cette perspective. Elle a été réalisée sous la direction de Catherine Mavrikakis, professeure et écrivain à la Faculté des arts et sciences au Département des littératures francophones de l'Université de Montréal et de Jean-François Saucier, psychiatre et anthropologue à la Faculté de médecine au Département de psychiatrie de l'Université de Montréal et chercheur au CHU Sainte-Justine. Interdisciplinary Study.

Contribuições para a análise de crianças e jovens em situação de risco: resiliência e desenvolvimento

Tese dout. em Psicologia Educacional, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2005

Factores que influyen en la prevalencia de bullyng en estudiantes de los colegios rurales del Cantón Cuenca, Azuay, 2014.

Objetivo: Determinar los factores que influyen en la prevalencia de bullying en estudiantes de los colegios rurales del Cantón Cuenca, Azuay, 2014. Métodos: Estudio descriptivo transversal con participación de 493 estudiantes (283 hombres y 210 mujeres), de 11 a 19 años de edad. La selección de la muestra se realizó por aleatorización simple. Los datos se obtuvieron a través de una encuesta auto-aplicada, los instrumentos utilizados fueron el cuestionario de intimidación escolar CIE-A (Modificado) y el Test del APGAR Familiar. Los datos se procesaron en el programa SPSS 19. Resultados: La prevalencia de bullying en los estudiantes de los colegios rurales del Cantón Cuenca es del 20.0% en mujeres y 17.3% en varones, el acoso fue más evidente en estudiantes de octavos, novenos y decimos de básica superior 21.9%. El tipo de agresión más frecuente es el daño a la propiedad 98.6%. Los factores de riesgo encontrados fueron ambiente escolar desfavorable 71,4%, familiar desfavorable 71.4%, e individual desfavorable 42.2%. Conclusiones: Se encontró una prevalencia importante del bullying en los estudiantes de los colegios rurales del cantón Cuenca y existe asociación significativa del mismo con los factores familiar, escolar e individual desfavorables

Sun exposure and interaction with family history in risk of melanoma, Queensland, Australia

Sun exposure is the main environmental risk factor for melanoma, but the timing of exposure during life that confers increased risk is controversial. Here we provide the first report of the association between lifetime and age-specific cumulative ultraviolet exposure and cutaneous melanoma in Queensland, Australia, an area of high solar radiation, and examine the association separately for families at high, intermediate and low familial melanoma risk. Subjects were a population-based sample of melanoma cases diagnosed and registered in Queensland between 1982 and 1990 and their relatives. The analysis included 1,263 cases and relatives with confirmed cutaneous melanoma and 3,111 first-degree relatives without melanoma as controls. Data an lifetime residence and sun exposure, family history and other melanoma risk factors were collected by a mailed questionnaire. Using conditional multiple logistic regression with stratification by family, cumulative sun exposure in childhood and in adulthood after age 20 was significantly associated with melanoma, with estimated relative risks of 1.15 per 5,000 minimal erythemal doses (MEDs) from age 5 to 12 years, and 1.52 per 5 MEDs/day from age 20. There was no association with sun exposure in families at high familial melanoma risk. History of nonmelanoma skin cancer (relative risk [RR] = 1.26) and multiple sunburns (RR = 1.31) were significant risk factors. These findings indicate that sun exposure in childhood and in adulthood are important determinants of melanoma but not in those rare families with high melanoma susceptibility, in which genetic factors are likely to be more important. (C) 2002 Wiley-Liss, Inc.

Health and social inequalities in English adolescents: Exploring the importance of school, family and neighbourhood

The Health Behaviour in School-aged Children (HBSC) study was established 22 years ago. It is cross-national research conducted by an international network of teams in collaboration with the World Health Organization (WHO) Regional Office for Europe. Its aim is to gain new insight into young people۪s health, wellbeing and health behaviour, including links with their social context. Researchers from three countries started the HBSC study in 1982 and since then, a growing number of countries and regions have joined the study. This report presents findings from the 2001/2 English part of the study, which was carried out on behalf of the Health Development Agency by BMRB Social Research. This is the third time the survey has been carried out in England; previous surveys took place in 1995 and 1997.

Family centred, school based intervention for the prevention of obesity in primary school-aged children

The aim of this pilot study was to develop, deliver and monitor a programme aimed at the prevention of obesity in primary school children. Objectives1. To develop a school-based / family-orientated intervention programme to prevent obesity in children under 10 years of age. 2. To implement an intervention programme that is acceptable and appropriate for primary school-aged children. 3. To monitor and evaluate the programme and determine if there is an appropriateintervention(s) to prevent obesity in primary school-aged children. 4. If a successful programme(s) is identified, disseminate this at a national level.