Formação da criança pela família na perspectiva interacional

• Ano de defesa: 2021
• Autor(a) principal: Maia, Davina Maria da Silva
• Orientador(a): Luiz, Síveres
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Criança; Família; Interação; Tridimensionalidade; Pedagogia alpha; Neuroeducação tricerebral
• Palavras-chave em Inglês: Child; Family; Interaction; Three-dimensionality; Alpha pedagogy; Tricerebral neuroeducation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3119

This subject – Children Education by the Family in an Interactional Perspective - belongs to the research field of Educational Process and Teacher Training of the MSc. Program in Education at the Catholic University of Brasília - UCB. After reviewing several studies on the importance of interactions for the child's educational process, this research headed towards identifying the contribution of families to the education of their children, in an interactional perspective. Specifically, we sought to describe and qualify the educational process of children by the family, stressing the interactional process, as well as to identify the challenges and competencies for its effectiveness. The theoretical support to substantiate the research was provided by Alpha Pedagogy – Presence, Closeness, and Departure (SÍVERES, 2015, 2016, 2019), and by Tricerebral Neuroeducation in the family followed by schools (GREGORI, 200, 2002, 2020). They address the educational process focusing on its multiple interactions, both - external among the educational agents (I-you-him/her) and - internal or mental, in its three-sided dimensionality of the brain, that is: the cognitive-rational dimension (knowing), the affective-relational dimension (being), and the motor-operational dimension (acting, doing). We decided for a qualitative approach, of an exploratory nature, according to the guidelines of Gil (1996, 2008), and Bardin (2010). As for methodological procedures, tools were chosen to make possible associating the frame of reference with the phenomena of family reality. The tools were: a) the individual interview, according to Szymanski, Almeida and Brandini (2011), with three experts working with children and their families; and b) a focal group (GATTI, 2005), carried out with nine parents or families. Presence, Closeness, and Departure Following these conclusions, a training project for mothers, fathers and collaborators is suggested, based in Alpha Pedagogy - presence, closeness, departure, and Tricerebral Neuroeducation theories, besides other routes.