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Family Foundations: adaptação e avaliação de um programa de intervenção em coparentalidade para casais em transição para a parentalidade
(Universidade Federal de São Carlos, 2022-07-20) Guerra, Lívia Lira de Lima; Barham, Elizabeth Joan; https://lattes.cnpq.br/9868595523538592; https://lattes.cnpq.br/3343014689467224
During the transition to parenthood - the period between pregnancy and the baby’s first months of life - levels of depression, anxiety and marital conflict increase substantially, with negative results for all family members. This points to the importance of developing preventive programs. The overall objective of this study was to adapt, offer, and evaluate the effectiveness of the Family Foundations intervention program, focused on improving the coparenting relationship of couples during the transition to parenthood. The intervention is conducted in two phases, the prenatal phase, when the parents are still expecting their first child, and the postnatal phase, which begins when the baby is around three to six months old. In Study I, the 12 steps of the adaptation of the Family Foundations program are reported, to develop the Brazilian version of this program, called Famílias Fortalecidas. Strong evidence was found for the acceptability of the program. The other studies (II, III and IV) involve parts of the adaptation process. In Study II, to identify behaviors considered to be part of the coparenting relationship, a systematic review of the national and international literature on observational methods being used to evaluate coparenting was conducted, following the PRISMA methodological recommendations. Coparenting behaviors were evaluated in the prenatal period and with parents of children in various age groups. The components of the three most cited models of coparenting were sufficient for encompassing all the coparenting behaviors identified in these studies. In Study III, the aim was to identify coparenting skills used by Brazilian parents in their coparenting relationship. The participants were 31 fathers and mothers, 18 years of age or over, with a first child six years of age or under. A semi-structured interview script was used to ask about coparenting tasks, and the strategies used in this relationship. The transcripts were analyzed, using content analysis techniques, and the following categories were identified: (a) communication skills -- giving recognition or praise; (b) joint decision-making and conflict resolution skills: asking each other’s opinions before making a decision, and (c) bonding skills: expressing positive emotions, sharing positive experiences and enjoyment of child-related happenings using verbal expressions and non-verbal behaviors (such as smiling and exchanging glances). Finally, in Study IV, the objective was to analyze the effects of a brief, coparenting intervention program. This study had a quasi-experimental design, with an Intervention Group (n=24 couples) and a Comparison Group (n=14 couples). Participants included couples that were married or living together, expecting their first child together. The instruments used before and after the program, to evaluate the effects of the program were: the Dyadic Adjustment Scale (EAD), the Marital Social Skills Inventory (IHSC), the Conflict Tactics Scale (ETC), the Beck Depression Inventory (BDI-II), and the Parental Educational Competence Self-Assessment Questionnaire (QACEP). Four additional instruments were included in the post-test: the Coparental Relationship Scale (ERC), the Perceived Stress Scale, the Parental Burnout Assessment – BR, and the Child Temperament Questionnaire. The program was effective in improving the coparenting relationship and in reducing negative impacts on the marital relationship of couples participating in the Intervention Group, compared to those in the Comparison Group. As study limitations, the children may have been too young to observe effects of the program on participants’ perceptions of parental competence and on symptoms of depression. In addition, the greater drop-out rate in the Comparison Group (44%) than in the Intervention Group (20%) reduced the power of the analyses, affecting the possibility of obtaining results with statistical significance. However, the effect size of the differences indicate the importance of the program. To establish more robust evidence, in future studies it will be important to increase the number of couples in the Intervention and the Comparison Groups, and to monitor couples to assess the medium and long-term effects of the program, using additional measures of parenting and child behavior.
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19
(Universidade Federal de São Carlos, 2022-07-20) Barros, Talita Vitória Santoro; Moruzzi, Andrea Braga; https://lattes.cnpq.br/1502374705668286; https://lattes.cnpq.br/4449883864972910
The year 2020 was marked by the untimely time of the SARS-Cov-2 virus pandemic. Dating back to Krónos time at the end of February, the virus arrived in Brazilian territory and manifested the political, economic and health imbalance that was already expected. The death toll was staggering and growing. Decrees, sanctions, ordinances were established to try to curb the movement of people and the high contagion of the coronavirus among the population. Social isolation - recommended by the World Health Organization (WHO) - was a restrictive measure adopted throughout the national scenario and for all ages. In view of this salute, all services and activities of a non-essential nature were temporarily closed, such as schools, churches, shopping, hotels, universities and some local businesses. Routines, plans, dreams and achievements were suspended to enter a kaíros time of the pandemic. With the closing of schools, the school reality of Brazilian children was adapted to the modality of remote teaching, as an exceptional strategy for the continuation of the school year. However, access and the opportunity to attend online education is dependent on resources, equipment and help from family members and/or guardians who can help children handle the tools and carry out activities. And this reality of transforming residence into the minimum conditions of a classroom is not available to millions of Brazilians (PNAD, 2018; IBGE, 2018, 2020). In this way, seeking to understand the experiences of children, teachers, family members and/or guardians who have experienced remote teaching in times of a pandemic, we carried out this research with a private school that presented the minimum and hypothetically ideal conditions for the offer of remote classes with a cutout established between the school years from the 1st to the 5th year of elementary school I. With cartographic inspirations and following the safety protocols due to the COVID-19 pandemic, our contact with the research subjects took place in a virtual way, with a directed questionnaire for teachers and another for family members and/or accountable about their experiences with remote teaching in times of a pandemic, and with online meetings with children through the Microsoft Teams platform. In all, we had the participation of nine (9) teachers, thirty-eight (38) family members and eighty-three (83) children. All the experiences that were written, shared or said, we describe them within a concept that we call experitempos (LEITE, 2013), as a junction of words between experience and time, since, we consider that the experiences of the COVID-19 pandemic are unique to this context. All experiments were presented and subjugated in themes emerged in theoretical and political reflections on childhood and children's rights in times of pandemic, such as issues related to child socialization, meeting children's needs, school education, and other lines that they crossed gender discussions, valuing teachers, relationship between school and family and others. The arguments were directed towards looking at and thinking about the child as a subject of law that needs to be present in the school's territory, and the school as an institution that must offer and contemplate all children's dimensions that were impassive to be assisted in remote teaching. Based on these experiences, we recognize the importance of discussing the experiences conceived during the COVID-19 pandemic – especially for children – in conjunction with educational policy proposals, so that government concerns do not overturn the school education of children in the schools.
Saúde ambiental e Covid-19 no contexto da enfermagem da atenção primária: scoping review
(Universidade Federal de São Carlos, 2022-07-20) Assunção, Natalia Maria; Correa, Ana Paula de Vechi; Uehara, Sílvia Carla da Silva André; https://lattes.cnpq.br/3903413440784581; https://lattes.cnpq.br/4637954881462807; https://lattes.cnpq.br/3921209018244337
Objetivo: identificar a relação entre saúde ambiental e Covid-19 no contexto da enfermagem da atenção primária à saúde. Métodos: trata-se de uma Scoping Review, a busca foi realizada nas bases de dados US National Library of Medicine National Institutes of Health, Medical Literature Analysis and Retrieval System Online, Institute for Scientific Information e Literatura Latino-Americana e do Caribe em Ciências da Saúde, sendo a amostra final composta por 32 estudos. Resultados: Foram selecionados 32 artigos, analisados em duas unidades temáticas: relação entre a Covid-19 e as mudanças climáticas e o conhecimento da enfermagem sobre saúde ambiental. Considerações finais: identificou-se que a disseminação da Covid-19 está relacionada às questões ambientais, evidenciando a importância da atuação da enfermagem da Atenção Primária à Saúde para controle da pandemia, desenvolvendo ações de mitigação, organização e promoção da saúde. Verificou-se a necessidade da inserção da saúde ambiental na formação e educação permanente da equipe de enfermagem
Clima na equipe: desafios e perspectivas de profissionais envolvidos no cuidado oncológico hospitalar
(Universidade Federal de São Carlos, 2022-07-20) Martins, Daniela Pereira; Rossit, Rosana Aparecida Salvador; https://lattes.cnpq.br/3333865775403342; https://lattes.cnpq.br/9386294914448366
The climate in the team comes from the concept of organizational climate, based on shared perceptions among professionals about policies, practices and processes in the work environment. Working as a team in the field of health means cooperating with others so that they can reach a defined objective for the quality of care offered to the patient. The present study aims to understand the work process of professionals involved in hospital cancer care. Exploratory-descriptive study with a quantitative and qualitative approach developed from an integrative review and field research. In the integrative review, the PRISMA 2020 protocol (PAGE et al., 2021) was followed with a survey in the databases, from 2015 to 2021, export of publications to the Rayyan tool and double-blind analysis by evaluators. The inconsistencies were aligned in a consensus meeting between the evaluators. For the field research, an invitation was sent through electronic addresses and social networks containing the details of the criteria for participation and access link to the Free and Informed Consent Term and to the electronic form containing the characterization items and the Climate Scale in the Team (SILVA, 2014). From the Scale respondents, an intentional sample participated in individual interviews. The data originated from the Scale were treated by descriptive statistics and the data from the open questions of the Scale and from the interviews were treated with content analysis, in the thematic mode. The results show that the team climate shows clear elements of the organization and work dynamics; the presence of interaction between different professionals; working conditions interfering with the quality of care. However, there is a need for investments for its improvement, with regard to the active participation of professionals in the team; support for new ideas; collective definition of objectives; task orientation; challenges of communication between professionals; work overload and emotional exhaustion associated with leadership roles. It is concluded that the existing complexity in oncology units requires greater articulation and integration among professionals, to strengthen relations and teamwork for the definition of collective objectives and effective communication.
Ensino Médio e formação para o trabalho na Escola Família Agrícola do Sertão - EFASE
(Universidade Federal de São Carlos, 2022-07-20) Araújo, Gracieda dos Santos; Santos, Maria Cristina dos; https://lattes.cnpq.br/1095065753077001; https://lattes.cnpq.br/8852352726846273
This thesis studies the theoretical-methodological conceptions of teaching in the Pedagogy of Alternating Cycle and its unfoldings in the technical and professional formation of rural students, based on the reality of the Escola Família Agrícola do Sertão-EFASE. The entire investigation was guided by the following problem: to what extent does the technical course in agriculture and cattle-raising at EFASE, organized in a regime of Alternating Cycle, contribute to the process of human development of rural students, aiming at their emancipation, in opposition to the forms of education for alienated labor, the predominant perspective in technical education courses? The study starts by defending the access to scientific knowledge, historically produced and systematized by humankind, as an essential task of professional education in the countryside. We observe that in the Agricultural Family Schools (EFAs) that adopt this teaching method, education is based on the Christian humanist thought of Emmanuel Mounier, on the theoretical-philosophical foundations of Piagetian constructivism and the pedagogical theory of the New School of John Dewey, a current linked to the perspective of hegemonic education of the Brazilian Ministry of Education (MEC). Thus, the objective of this research is to discuss the theoretical-philosophical and methodological conceptions of EFASE's Technical High School Course in Agriculture and Livestock Raising, and its contributions to the human development of students from the countryside of the Sisal Territory, in the hinterland of Bahia. To do so, research and study of theoretical and bibliographical references were carried out; document analysis; field work; and listening to the course's graduates, who completed the course between 2009 and 2019. The method adopted as a reference for this investigation is the dialectical historical materialism, for making it possible to understand the world beyond appearances. It is concluded that, although its intention is counter hegemonic, EFASE's theoretical-methodological proposal has a pragmatic, utilitarian educational tendency with little emphasis on classical scientific knowledge. By prioritizing the development of practical skills in the specific areas of the Course, to the detriment of classical scientific knowledge (general academic knowledge), the school indirectly enables the same MEC proposal of pragmatic education, as advocated by international organizations for the education of underdeveloped countries. On the other hand, it is affirmed that the didactic-pedagogical model of the Pedagogy of Alternating Cycle presents itself as a form of education that can be re-signified, based on dialectical historical materialism, due to its proven efficiency in relation to the social practice of the students and their communities.
Humanismo na era digital: um debate a partir da Ciência da Informação e Humanidades Digitais
(Universidade Federal de São Carlos, 2022-07-20) Carlos, Caliel Luis Dolci; Dal'Evedove, Paula Regina; https://lattes.cnpq.br/1170937498266968
The diversity of elaborations and conceptions that somehow understand trends towards a digital world reveal the need to situate an enlightening background, in which humanism in the digital can be explored and dis-cussed. In this environment, the formulations of Information Science are framed in the integration with Digital Humanities, engendering interesting perspectives and investigative possibilities, as a way of observing how Information Science dialogues with Digital Humanities to sustain human-ism in the digital age. In this perspective, the general objective of this study is to understand, based on Brazilian research that brings together Information Science and Digital Humanities, the thinking that supports humanism in the digital age. This is an exploratory and descriptive study, with a qualitative approach, based on bibliographic research. It was ob-served that the digital wave enters the humanities, making the discussion environment relevant and necessary, culminating in a process of self-reflection, in which the increasingly present intertwining between man and technology is foreseen. In this sense, transdisciplinarity takes center stage, by breaking down barriers between disciplines, in the search for adequate solutions to the needs of the digital age. Studies in Information Science from the perspective of Digital Humanities should consider the humanities in a broad sense. Consider, too, the creative and critical role of the Digital Humanities in the history of thought, from what can be done to humanisms in accordance with the introduction of new technolo-gies.