Contextos de aprendizagem profissional de professores-treinadores de voleibol escolar / Professional learning contexts of school volleyball teacher-coaches / Contextos de aprendizaje profesional de los profesores-entrenadores de voleibol escolar

RESUMO O estudo identificou os contextos de aprendizagem profissional mais valorizados por 52 professores-treinadores de voleibol escolar. Para a coleta de dados foram utilizados um questionário sociodemográfico e a Escala de Contextos de Aprendizagem de Treinadores. Os dados foram analisados no software SPSS, versão 20.0, adotando o nível de significância de 95% (p<0,05). Enquanto que o grupo de professores-treinadores mais jovens apresentou baixa valorização do contexto formal, o grupo de professores-treinadores mais experientes valorizou todos os contextos de aprendizagem. Conclui-se que a existência de perfis distintos, ressaltam o caráter individual do processo de aprender e a necessidade de considera-los na implementação das ações de formação continuada destes profissionais.

ABSTRACT The study identified the professional learning contexts most valued by school volleyball 52 teacher-coaches. A sociodemographic questionnaire and the Coaches Learning Context Scale were used for data collection. Data were analyzed using SPSS, version 20.0, adopting a significance level of 95% (p<0.05). While the younger teacher-trainers showed low appreciation of the formal context, the more experienced teacher-trainers valued all learning contexts. It is concluded that the existence of different profiles emphasizes the individual nature of the learning process and the need to consider them in implementing continuing education actions for these professionals.

RESUMEN El estudio identificó los contextos de aprendizaje profesional más valorados por 52 entrenadores-profesores de voleibol escolar. Para la recolección de datos, se utilizó un cuestionario sociodemográfico y la Escala de Contextos de Aprendizaje. Los datos fueron analizados el software SPSS, versión 20.0, adoptando un nivel de significación del 95% (p<0,05). Mientras que el grupo de profesores-entrenadores más jóvenes mostraron poca apreciación del contexto formal, el grupo de profesores-entrenadores más experimentados valoró todos los contextos de aprendizaje. Se concluye que la existencia de diferentes perfiles enfatiza el carácter individual del proceso de aprendizaje y la necesidad de considerarlos en la implementación de acciones de educación continua para estos profesionales.

Prácticas de cuidado y promoción de salud mental en una cooperativa de trabajo de la cárcel de máxima seguridad de Batán, Provincia de Buenos Aires, Argentina. El caso de la Cooperativa Liberté

En el presente trabajo se analizarán los resultados parciales de una investigación en curso "Proceso de construcción de una cooperativa en la cárcel de máxima seguridad de Batán: contexto, actores, facilitadores y obstáculos. El caso de la Cooperativa Liberté" en el marco de la Especialización en Gestión de la Economía Social y Solidaria de la Universidad Nacional de Quilmes. La experiencia de la Cooperativa Liberté permite dar cuenta de la relación existente entre el cooperativismo y la promoción de salud/salud mental. Identificaremos a lo largo del trabajo, el modo en que las asociaciones solidarias - mediante la construcción de ciudadanía e identidades con sentido de comunidad -, posibilitan escenarios creativos para el cuestionamiento de contextos opresores y la construcción de posibilidades de acciones colectivas, aspectos centrales para la promoción de la salud mental. Metodológicamente se trabajó con análisis de documentos y registros, observación participante con triangulación de fuentes. Se realizó un análisis de fuentes secundarias (materiales escritos y audiovisuales elaborados por la propia cooperativa), observación participante y registros de diferentes actividades llevadas adelante por la cooperativa, y entrevistas a informantes claves.

No presente trabalho serão analisados os resultados parciais de uma pesquisa em andamento no âmbito da Especialização em Gestão da Economia Social e Solidária da Universidade Nacional de Quilmes. A experiência da Cooperativa Liberté permite compreender a relação entre o cooperativismo e a promoção da saúde/saúde mental. Ao longo do trabalho, identificaremos a forma como as associações solidárias - através da construção de cidadania e de identidades com sentido de comunidade - possibilitam cenários criativos para o questionamento de contextos opressivos e a construção de possibilidades de ações coletivas, aspectos centrais para a promoção de saúde mental. Metodologicamente, trabalhamos com análise de documentos e registros, observação participante com triangulação de fontes. Foi realizada análise de fontes secundárias (materiais escritos e audiovisuais elaborados pela própria cooperativa), observação participante e registros de diversas atividades realizadas pela cooperativa e entrevistas com informantes-chave.

This paper will analyze the partial results of an ongoing research within the framework of the Specialization in Management of the Social and Solidarity Economy of the National University of Quilmes. The experience of the Liberté Cooperative allows us to understand the relationship between cooperativism and health promotion/mental health. Throughout the articule, we will identify the way in which solidarity associations - through the construction of citizenship and identities with a sense of community - enable creative scenarios for the questioning of oppressive contexts and the construction of possibilities for collective actions, central aspects for mental health promotion. Methodologically, we worked with analysis of documents and records, participant observation with triangulation of sources. An analysis of secondary sources was carried out (written and audiovisual materials prepared by the cooperative itself), participant observation and records of different activities carried out by the cooperative, and interviews with key informants.

Memorias de mujer: Construcción e identidad del género mujer a través del cine español / Memorias de Mujer: Construction and Identity of the Female Gender Through Spanish Cinema

El cine encarna la vida real en todo aquello que imaginamos, por ello, desde el Máster en Educación Artística en Instituciones Sociales y Culturales de la Universidad Complutense de Madrid, se propone desarrollar un proyecto intergeneracional, Memorias de Mujer, que utiliza el cine español como herramienta mediadora, para analizar los procesos de construcción e identidad de género y expresar en un documento audiovisual la experiencia reflexiva, el cual es evaluado en el presente trabajo. Así, se opta por un diseño de investigación mixto y experimental1, establecido desde el paradigma de la investigación-acción, en torno a unos principios metodológicos, que organizan las acciones en torno a las variables que describen el hecho a investigar. Los resultados del estudio, analizados mediante la técnica cualitativa del panel, permiten afirmar que la propuesta cinematográfica ha funcionado. El cine fórum ha permitido abordar la evolución del rol de la mujer, así como compartir intersubjetividades e imaginarios con mujeres de otras generaciones. (AU)

The cinema embodies real life in everything we imagine, for this reason, from the Master’s degree in Art Education in Social and Cultural Institutions of the Complutense University of Madrid, it is proposed to develop an intergenerational project, Memorias de Mujer, which uses Spanish cinema as a mediating tool, to analyze the processes of construction and gender identity and express the reflective experience in an audiovisual document, which is evaluated in this work. Thus, a mixed and experimental research design is chosen1, established from the action-research paradigm, around methodological principles, which organize the actions around the variables that describe the fact at hand. research. The results of the study, analyzed using the qualitative panel technique, allow us to affirm that the cinematographic proposal has worked. The cinema forum has made it possible to address the evolution of the role of women, as well as to share intersubjectivities and imaginaries with women of other generations. (AU)

Desafíos éticos en la investigación en cuidados con comunidades rurales / Ethical challenges in care research with rural communities

Introducción: Los contextos rurales presentan desafíos significativos en la investigación en cuidados debido a su diversidad y visiones culturales únicas, lo que requiere una sólida formación ética. Objetivo: Sintetizar recomendaciones éticas para la investigación en cuidados en comunidades rurales, basándose en experiencias publicadas entre 2000 y 2023. Metodología: Se llevó a cabo una revisión integrativa de artículos originales indexados en cuatro bases de datos. Resultados: Fueron seleccionados 26 artículos, cuyas recomendaciones éticas se sintetizaron siguiendo los criterios de Emanuel. Discusión: La ética en la investigación en cuidados en contextos rurales promueve el diálogo colaborativo y el respeto mutuo. Los desafíos surgen de las diferencias culturales, percepciones negativas y dinámicas de poder. Se sugiere la implementación de enfoques participativos, aunque enfrentan dificultades en términos de tiempo, costos y manejo de poder. Los investigadores deben ser sensibles a las normas culturales y respetar el contexto de las comunidades rurales.(AU)

Introduction: Rural contexts present significant challenges in care research due to their unique cultural diversity and perspectives, demanding a strong ethical foundation. Objective: To synthesize ethical recommendations for care research in rural communities based on experiences published between 2000 and 2023. Methodology: An integrative review of original articles indexed in four databases. Results: 26 articles were selected, and their ethical recommendations were synthesized following Emanuel's criteria. Discussion: Ethical considerations in care research in rural settings promote collaborative dialogue and mutual respect. Challenges arise from cultural differences, negative perceptions, and power dynamics. Implementing participatory approaches is suggested, though it faces difficulties in terms of time, costs, and power management. Researchers should be sensitive to cultural norms and respect the context of rural communities.(AU)

Experiencias de victimización electrónica en adolescentes españoles de la población general y contextos de riesgo / Experiences of electronic victimization in Spanish adolescents from the general population and risk contexts

El presente trabajo pretende mostrar las diferencias de ocurrencia de victimización electrónica en el último año, entre cuatro muestras diferentes de adolescentes españoles. Asimismo, busca estudiar si existe relación entre haber sufrido victimización electrónica y otras formas de victimización y si las cibervíctimas muestran diferencias según sexo y grupo de edad. Se entrevistaron 1.105 adolescentes de educación secundaria, 149 de salud mental infantojuvenil, 129 del sistema de protección, y 101 del sistema de justicia juvenil. Las experiencias de victimización se evaluaron mediante el “Cuestionario de victimización juvenil” (Finkelhor et al., 2005). La victimización electrónica osciló entre 8,9% en la muestra escolar, 16,8% en salud mental, 25,7% en el sistema de justicia juvenil y 27,1% en el de protección. Se encontró una relación positiva entre victimización electrónica y otras formas de victimización en centros educativos, de protección y de justicia. Por otra parte, las chicas tuvieron mayor probabilidad de sufrir victimización electrónica en las muestras de salud mental y centros escolares. En conclusión, la victimización electrónica se distribuye de manera diferencial según la procedencia de los adolescentes. (AU)

The present work aims to show the differences in the prevalence of electronic victimization in the last year, between four different samples of Spanish adolescents. Likewise, it seeks to study whether there is a relationship between having suffered electronic victimization and other forms of victimization and whether cyber-victims show differences according to sex and age group. 1,105 adolescents from secondary education centers, 149 from child and adolescent mental health centers, 129 from the protection system, and 101 from the juvenile justice system were interviewed. Victimization experiences were assessed using the Juvenile Victimization Questionnaire (Finkelhor et al., 2005). Electronic victimization ranged from 8.9% in the school sample, 16.8% in mental health, 25.7% in the juvenile justice system and 27.1% in the protection system. A positive relationship was found between electronic victimization and other forms of victimization in educational, protection and justice centers. Besides, girls were more likely to experience electronic victimization in the mental health and school samples. In conclusion, electronic victimization is distributed differentially according to the adolescents’ provenance group. (AU)

Resultados de encuesta sobre Reforma de ley 376 de 1997: Fonoaudiología / Results of the survey on the reform of Law 376 of 1997: Speech language pathology

Introducción: Los procesos normativos hacen parte vital del desarrollo en las diferentes culturas, al regular, sancionar, reconocer los deberes y derechos de los sujetos que conforman una sociedad; esto también aplica a la profesión de la fonoaudiología, la cual actualmente se encuentra reglamentada por la ley 376 de 1997 del Ministerio de Educación Nacional. Sin embargo, la Fonoaudiología en Colombia cuenta con 58 años de historia, de los cuales en las últimas dos décadas ha demostrado sus avances en el contexto laboral, generando cambios en competencias y roles de esta profesión. Pese a estos cambios la ley no ha tenido actualizaciones durante los 21 años posteriores a su sanción. Por lo anterior se realiza una revisión documental; identificando las normativas que reglamentan la profesión de la fonoaudiología en distintos países, analizándolas frente a la colombiana, con esta información recabada se realiza una encuesta estructurada por medio de la cual se determinó que para el gremio es contundente contar con la reforma a la Ley 376 y a su vez manifestaron estar de acuerdo con lo que se contempla dentro de la propuesta de reforma. Este proceso se está desarrollando por medio de un trabajo articulado entre la Asociación Colombiana de Fonoaudiología ASOFONO, el equipo de abogados y el senador ponente; con el objetivo de brindar un soporte que reglamente de manera actualizada a la profesión, conllevando a un beneficio de la profesión y el gremio en general.

Regulatory processes are a vital part of development in different cultures, by regulating, sanctioning, and recognizing the duties and rights of the subjects that make up a society. This also applies to the profession of speech therapy, which is currently regulated by Law 376 of 1997 of the Ministry of National Education. However, Speech Therapy in Colombia has 58 years of history, of which in the last two decades it has demonstrated its advances in the labor context, generating changes in competencies and roles of this profession. Despite these changes, the law has not been updated during the 21 years after its enactment. Therefore, a documentary review is carried out; identifying the regulations that regulate the profession of speech therapy in different countries, analyzing them against the Colombian one, with this information collected, a structured survey is carried out through which it was determined that for the union it is forceful to have the reform of Law 376 and in turn stated that they agree with what is contemplated in the reform proposal. This process is being developed through an articulated work between the Colombian Association of Speech Therapy ASOFONO, the team of lawyers and the senator speaker; with the aim of providing support that regulates the profession in an updated way, leading to a benefit for the profession and the guild in general.

Estrategias de regulación emocional de niños/as en el aprendizaje de la escritura en situación de clase y de entrevista / Strategies for emotional regulation of children in learning to write in class and interview situations

Resumen El presente estudio se propone contribuir al campo de la autorregulación temprana desde un enfoque ecológico y situado y, al mismo tiempo, al campo del aprendizaje de la escritura. Sus objetivos son: (1) identificar eventos emocionalmente desafiantes en el aprendizaje de la escritura de niños/as; (2) indagar el despliegue de sus estrategias de regulación emocional; y (3) analizar la variación de dichas estrategias en situación de clase y de entrevista. Participaron 10 niños/as de primer grado de 6 y 7 años de la ciudad de San Carlos de Bariloche (Argentina). Se realizaron observaciones de clases de Lengua focalizadas en escritura y entrevistas individuales. Las entrevistas se originaron en videos-elicitación cortos de niños/as actuando en eventos emocionalmente desafiantes en momentos de aprendizaje de la escritura: la percatación de una brecha entre el saber/poder y las demandas de una tarea, la exposición social y el entorno distractor. Se identificaron siete eventos emocionalmente desafiantes en total, sumándose cuatro a los propuestos en los videos-elicitación: la adecuación a normas externas, la corrección, la dificultad con el material y la equivocación. Asimismo, se documentó un amplio repertorio de estrategias de regulación emocional. Las más frecuentes fueron la modificación de la situación social, la comunicación y la expresión. Las observaciones permitieron hallar la modificación de la situación física, el control y el habla privada. En las entrevistas se pudo registrar la actividad alternativa, la respiración, la comunicación y la revaluación cognitiva. Se concluyó que la complementación de técnicas resulta promisoria para el estudio de la regulación emocional en el aprendizaje de la escritura.

Abstract Learning to write involves the challenge to understand and regulate one's own emotions in situation, such as frustration, anxiety and different moods. In recent years, the study of emotion regulation in children through different methodological tools, such as interviews, questionnaires or observations, has increased. However, to date there are few studies that complement these techniques. The present study seeks to contribute to early emotion regulation in learning to write from a sociocultural, ecological and situated approach, through the combination of interviews and class observations. The aims are to: (1) identify emotionally challenging events in children's learning to write; (2) describe the deployment of their strategies of emotion regulation; and (3) analyze the variation of these strategies in class and interview situations. Participants were 10 first graders from a school located in the urban area at San Carlos de Bariloche (Argentina). The school was selected because communication and regulation of emotions is part of the educational project. Observations of language classes and individual interviews were conducted over Zoom in the COVID-19 pandemic context. Ten observations focused on the class interaction between the teacher and children in learning to write situations were analyzed. The individual interview is based on video-elicitation technique. Three videos were designated ad hoc. Each video elicited emotionally challenging events in learning to write: (1) the awareness of a gap between knowledge/power and the demands of a task (child represented difficulties in writing and erasing, showing emotional affectation); (2) social exposure (child was reading alone and an adult asked her about what she was reading, after which the girl looked down and pursed her lips); and (3) the distracting environment (two girls were chatting and making noise as two boys were writing in their notebooks). Beyond the three emotionally challenging events presented in the video-elicitation, another four were found: the adaptation to external norms, the revision of the own text, the difficulty with the material, and the acknowledge the own mistakes. Additionally, children deployed a wide repertoire of strategies according to the emotion regulation model of Gross (2015) and the specific literature. Overall, the most frequent strategies were the modification of the situation in a social way, communication and expression. In the observations, modification of the situation in physical form, control and private speech were found. In the interviews, the alternative activity, breathing, communication and cognitive reappraisal were observed. Finally, it was concluded that the complementation of research methods, class observations and interviews, is promising for the study of children's emotion regulation in learning to write.

Impact of two sport education units on learning outcomes in primary school / Impacto de dos unidades didácticas de educación deportiva sobre objetivos de aprendizaje en educación primaria / Impacto de dúas unidades didáticas de educação esportiva nos objetivos de aprendizagem do ensino fundamental

The purposes of the study were (a) to explore the effect of two-Sport Education units (basketball and floorball) on game performance and game knowledge of Primary Education students according to their skill level, and (b) to know whether there were differences according to the sport taught (basketball and floorball). The participants were 33 students from two primary school classes. This study followed a mixed-methods approach. Quantitative data were obtained through a cuasi-experimental pretest-posttest design. Qualitative data were obtained after the intervention. Two teaching units (basketball and floorball) were applied in two different classes, one class experienced the basketball unit and the other the floorball unit and vice versa. We analysed game performance variables (decision making, skill execution, game performance, game involvement) and game knowledge. Students' performance was also measured using qualitative data which were collected through two methods: (a) experts' analysis on game performance of students, and (b) students' and teacher's perception of students´ performance with Sport Education. The results were affected both the sport taught and the skill level of students. The teacher emphasized that it was very complex for the primary students to understand some tactical and technical concepts, especially in floorball. At the primary level, student previous experience with the content and skill level conditioned the results in the variables related with game performance and knowledge. It is suggested that enacting Sport Education units of invasion games with implement such as floorball, at the primary level, might require more explicit instruction and longer teaching units in order to guarantee a minimum level of technical and tactical improvement. (AU)

Los objetivos del estudio fueron: (a) explorar el efecto de dos unidades didácticas de educación deportiva (baloncesto y floorball) sobre el rendimiento de juego y el conocimiento de alumnado de educación primaria, de acuerdo con su nivel de habilidad, y (b) conocer si hubo diferencias de acuerdo con el deporte (baloncesto y floorball). Los participantes fueron 33 alumnos de dos clases de educación primaria. Este estudio siguió un enfoque de métodos mixtos. Los datos cuantitativos se obtuvieron mediante un diseño cuasi-experimental pretest-postest. Los datos cualitativos se obtuvieron después de la intervención. Se aplicaron dos unidades didácticas (baloncesto y floorball) en dos clases diferentes, una clase experimentó la unidad de baloncesto y la otra la de floorball y viceversa. Se analizaron variables relacionadas con el rendimiento de juego (toma de decisión, ejecución técnica, rendimiento de juego, implicación en el juego) y el conocimiento. Los resultados de aprendizaje del alumnado fueron también analizados utilizando datos cualitativos del: (a) análisis realizado por expertos y (b) la percepción de los propios alumnos y el maestro. Los resultados fueron afectados por el deporte enseñado y el nivel de habilidad del alumnado. El maestro enfatizó que fue complejo para el alumnado de primaria comprender determinados conceptos tácticos y técnicos, especialmente en floorball. En educación primaria, la experiencia previa del alumnado con el contenido y el nivel de habilidad condicionó los resultados de las variables relacionadas con el rendimiento de juego y el conocimiento. Se sugiere que las unidades didácticas basadas en el modelo de educación deportiva en deportes de invasión con implemento, como ocurre en floorball en educación primaria, podría requerir de una instrucción más concreta y unidades didácticas más largas con el fin de garantizar un nivel mínimo de aprendizaje técnico y táctico. (AU)

Os objetivos do estudo foram: (a) explorar o efeito de duas unidades didáticas de educação esportiva (basquete e floorball) no desempenho de jogo e no conhecimento de alunos do ensino fundamental, de acordo com seu nível de habilidade, e (b) saber se houve diferenças de acordo com o esporte (basquete e floorball). Os participantes foram 33 alunos de duas turmas do ensino fundamental. Este estudo seguiu uma abordagem de métodos mistos. Os dados quantitativos foram obtidos por meio de um desenho pré-teste-pós-teste quase experimental. Os dados qualitativos foram obtidos após a intervenção. Duas unidades didáticas (basquete e floorball) foram aplicadas em duas turmas distintas, uma aula experimentou a unidade de basquete e a outra a unidade de floorball e vice-versa. Variáveis relacionadas ao desempenho do jogo (tomada de decisão, execução técnica, desempenho do jogo, envolvimento no jogo) e conhecimento foram analisadas. Os resultados de aprendizagem dos alunos também foram analisados com base em dados qualitativos de: (a) análise realizada por especialistas e (b) a percepção dos próprios alunos e do professor. Os resultados foram afetados pelo esporte ensinado e pelo nível de habilidade dos alunos. O professor enfatizou que foi difícil para os alunos do ensino fundamental entender alguns conceitos táticos e técnicos, principalmente no floorball. No ensino fundamental, a experiência prévia dos alunos com o conteúdo e o nível de habilidade condicionou os resultados das variáveis relacionadas ao desempenho e conhecimento do jogo. Sugere-se que a utilização de unidades didáticas baseadas no modelo de educação esportiva em esportes de invasão com implemento, como ocorre no floorball no ensino fundamental, poderia exigir instrução mais específica e unidades didáticas mais longas para garantir um nível mínimo de aprendizagem técnico e tático. (AU)

Expectativas sobre socialização de crianças entre 6 e 11 anos de idade em dois contextos urbanos em Moçambique / Socialization expectations of children between 6 and 11 years of age in two urban contexts in Mozambique

A psicologia de desenvolvimento ocupa-se em conhecer como ocorre o processo de desenvolvimento humano. O conhecimento de sistemas de crenças parentais metas de de socialização na educação de crianças contribui para uma maior compreensão desenvolvimento infantil. O objetivo geral desta tese foi de analisar as concepções maternas sobre expectativas de socialização de crianças de 6 a 11 anos de idade em dois contextos urbanos em Moçambique. É um estudo de natureza misto exploratório e sequencial constituído por três artigos científicos. O artigo 1 teve como objetivo apresentar uma revisão integrativa das metas de socialização parentais para crianças em diferentes contextos. Utilizou-se a busca dos estudos, nas seguintes bases de dados: Portal da Capes, Scielo Brasil, Google Acadêmico, consulta à plataforma Lattes com os descritores "metas de socialização", "desenvolvimento infantil "e "parentalidade". Constatou-se que as metas de socialização diferem em função do contexto, com tendência de predominância do modelo "relacional" para o contexto com características não-urbanas e modelo "autonomia" para contexto com características urbanas. O artigo 2 teve como objetivo compreender a associação entre valores culturais, metas de socialização e crenças parentais e o contexto de vida (rural e urbano) de uma amostra de mães moçambicanas. Participaram do estudo 100 mães, sendo 48 da zona urbana e 52 da zona periurbana da cidade de Quelimane, em Moçambique. Responderam aos seguintes instrumentos: Questionário sociodemográfico, Escala de crenças parentais e Escala de Metas de Socialização. A partir da análise dos resultados, constatou-se que no contexto urbano as mães apresentaram médias maiores na dimensão autonomia do que a interdependência em suas crenças sobre práticas assim como em metas de socialização. Por outro lado, as mães do contexto peri-urbano apresentaram médias maiores da dimensão de interdependência do que a autonomia, tanto em suas crenças sobre práticas quanto em suas metas de socialização. O artigo 3 teve como objetivo investigar as expectativas maternas com relação às metas de socialização de crianças em dois contextos urbanos de Moçambique. Participaram do estudo 6 mães, sendo 3 do contexto urbano e 3 do contexto peri-urbano. Responderam a um roteiro de entrevista semiestruturada. Constatou-se que para o contexto urbano, existe uma tendência de construção de metas de socialização voltadas para independência e no contexto peri-urbano há uma tendência de metas de socialização voltadas mais para a interdependência. O conhecimento adquirido sobre expectativas maternas de socialização em crianças permitirá compreender de que forma é estabelecida a vida cotidiana das crianças, e como se expressa em hábitos de cuidado rotineiros tomando em conta o ambiente em que a criança vive podendo influenciar na elaboração de políticas públicas que visam a promoção de práticas saúdaveis de desenvolvimento humano.

Developmental psychology is concerned with knowing how the human development process occurs. The knowledge of child development contributes to the improvement of parental belief systems and consequently in child socialization goals. The aim of this thesis is to analyze maternal conceptions about socialization expectations of children aged 6 to 11 years old in two urban contexts in Mozambique. It is a mixed exploratory and sequential study consisting of three scientific articles. Article 1 aimed to present an integrative review of parental socialization goals for children living in different contexts. We used a search tool for studies, the Capes database, Scielo Brasil, Google Academic, and Lattes Platform with the descriptors "socialization goals", "child development" and "parenting". It was found that the socialization goals differ depending on the context, with a predominance of the "relational" model for the context with non-urban characteristics and the "autonomy" model for the context with urban characteristics. Article 2 aimed to understand the association between cultural values, socialization goals and parental beliefs and the life context (rural and urban) of a sample of Mozambican mothers. A total of 100 mothers participated in the study, 48 from the urban area and 52 from the peri-urban area of Quelimane city, in Mozambique. The participants responded to the following instruments: Sociodemographic Questionnaire, Parental Beliefs Scale and Socialization Goals Scale. From the analysis of the results, it was found that mothers living in the urban context presented higher averages in the autonomy dimension than in the interdependence in their beliefs about practices as well as in socialization goals. Article 3 aimed to investigate maternal expectations regarding children's socialization goals in two urban contexts in Mozambique. Six mothers participated in the study, being 3 from the urban context and 3 from the peri-urban context. They responded to a semi-structured interview script. From the interview it was found that for the urban context, there is a tendency to build socialization goals geared towards independence and in the peri urban context and a tendency towards socialization goals geared more towards interdependence. With the knowledge acquired about maternal expectations of socialization in children, it will be possible to understand how the daily life of children is established, and how it is expressed in routine care habits, taking into account the environment in which the child lives, which can influence the elaboration of public policies aimed at promoting healthy human development practices.

Tomar alcohol antes de salir: la previa en adolescentes argentinos y su relación con normas sociales y motivos de previa / Drinking before going out: prepartying in Argentinean adolescents and its association with drinking norms and prepartying motives

Resumen La previa (i.e., el consumo de alcohol antes de asistir al evento de la salida en el que puede, o no, consumirse más alcohol) incrementa marcadamente el riesgo de experimentar consecuencias negativas asociadas al consumo de alcohol. Aunque el consumo de alcohol es muy prevalente entre los adolescentes argentinos, son escasos los trabajos centrados en la previa. Este trabajo describe el consumo de alcohol y la conducta de previa en adolescentes argentinos (13 a 18 años), identifica el efecto de las normas descriptivas y los motivos de previa sobre la frecuencia de previa y la cantidad de alcohol consumido durante esta práctica, y examina variaciones en el consumo general de alcohol y en la cantidad de consecuencias negativas derivadas, en función de realizar, o no, la previa. Participaron 402 adolescentes (52.7 % mujeres) que completaron una encuesta sobre consumo de alcohol, consecuencias negativas asociadas, conducta y motivos de previa, y normas descriptivas sobre estos encuentros. El 60 % de los adolescentes reportó conducta de previa en el último año en la que consumieron, en promedio, 70 gramos de alcohol. El 85 % continuó tomando alcohol después de la previa. Quienes exhiben conducta de previa, comparados con quienes beben pero no hacen previa, consumen significativamente más alcohol y experimentan más consecuencias negativas derivadas de este consumo. A nivel multivariado, las normas descriptivas fueron el mejor predictor de los indicadores de previa. Los hallazgos sugieren que la previa sería un factor de riesgo para tener trayectorias de consumo problemático y sería beneficioso prevenir este tipo de prácticas.

Abstract In Argentina, alcohol is the most consumed psychoactive substance among adolescents and, similar to other western countries, rates of alcohol use markedly increase during this developmental stage. Arguably more concerning, heavy episodic drinking (HED, a.k.a. binge drinking) is also highly prevalent. Heavy episodic drinking can be defined as the consumption of a large quantity of alcohol (i.e., ≥ 42/70 g of pure alcohol, depending on sex and age) in one, rather brief, single setting. HED is associated with greater occurrence of a myriad of negative consequences such as alcohol-induced increments in impulsivity and risk-taking behaviors, blackouts, drunk driving, sleep and eating impairments, and the development of tolerance. Prepartying (i.e., the consumption of alcohol before attending a social event where more alcohol might, or might not, be available) is a high-risk drinking practice due to its robust association with alcohol-related negative consequences. Different factors influence alcohol use and preparty behavior. Many adolescents overestimate the drinking behaviors of their peers (descriptive norms) which, in turn, is associated with heavier alcohol use. Additionally, previous work found that one of the main reasons or motives for engaging in preparty behavior is the desire of getting intoxicated. Although alcohol use is highly prevalent among Argentinean adolescents, studies focused on prepartying are very scarce. The present study (i) describes alcohol consumption and prepartying behaviors in Argentinean adolescents (13 to 18 years old), (ii) examines the effect of descriptive norms and prepartying motives on prepartying outcomes (i.e., frequency of prepartying and drinking quantity when prepartying) and (iii) examines variations in alcohol drinking outcomes as a function of prepartying. Participants were 402 adolescents (52.7 % women) that completed a pencil and paper survey that measured alcohol consumption, prepartying outcomes, descriptive norms for prepartying, prepartying motives and alcohol-related negative consequences. Most of the sample (83 %) reported lifetime alcohol use and 64 % reported last-month alcohol use. More than half of the sample (57 %) reported engaging in prepartying behavior within the last year where they consumed an average of 70 grams of alcohol. Most of the adolescents who prepartied (85 %) continued drinking alcohol at the event. Adolescents who engaged in preparty behavior, compared to their drinking peers who did not, consumed significantly more alcohol and experienced more alcohol-related negative consequences. Specifically, 90 % of the adolescents who engaged in preparty behavior reported to engaged in heavy drinking episodes within the previous month while 68 % of drinkers who did not preparty reported to engage in that drinking pattern. At the multivariate level, descriptive norms, but not prepartying motives, were significantly associated with preparty behavior. The present results suggest that prepartying could be a risk factor for the involvement in problematic trajectories of alcohol use and, therefore, it would be beneficial to prevent adolescents from engaging in this type of drinking practice. Additionally, the present findings suggest promising avenues for intervention, such as those aimed at targeting descriptive norms. Adolescents tend to overestimate drinking behaviors among their peers, a bias that is associated with heavier alcohol use. Interventions aimed at correcting these biases have shown promising results at reducing drinking behaviors.

Comunidades. Estudios y experiencias sobre contextos y comunidades de aprendizaje / Communities. Studies and experiences on contexts and learning communities / Comunidades. Estudos e experiências em contextos e comunidades de aprendizagem

Resumen: Este trabajo, resume los contenidos del libro titulado Comunidades. Estudios y experiencias sobre contextos y comunidades de aprendizaje (Martín, Rinaudo, & Paoloni, 2019). Ofrece reflexiones personales acerca de una obra que, fundamentada en investigación científica, considera diferentes voces sobre comunidades de aprendizaje y práctica en diversos contextos educativos. El libro reseñado, presenta estudios enmarcados en enfoques o perspectivas socio-culturales que entienden al aprendizaje como un proceso eminentemente social, que tiene lugar en las interacciones entre aprendices y las propiedades de ambientes específicos, independientemente del nivel de formalidad que se les haya adjudicado.

Abstract: This work summarizes the contents of the book entitled Communities. Studies and experiences on contexts and learning communities (Martín et al., 2019). It offers personal reflections about a work that, based on scientific research, considers different voices about learning and practice communities in different educational contexts. The book reviewed presents studies framed in socio-cultural approaches or perspectives that understand learning as an eminently social process, which takes place in the interactions between learners and the properties of specific environments, regardless of the level of formality assigned to them.

Resumo: Este trabalho resume o conteúdo do livro intitulado Comunidades. Estudos e experiências sobre contextos de aprendizagem e comunidades (Martín et al., 2019). Oferece reflexões pessoais sobre um trabalho que, a partir de pesquisas científicas, considera diferentes vozes sobre a aprendizagem e a prática das comunidades em diversos contextos educacionais. O livro, revisado, apresenta estudos enquadrados em abordagens socioculturais ou perspectivas que entendam a aprendizagem como um processo eminentemente social, que se dá nas interações entre aprendizes e nas propriedades de ambientes específicos, independentemente do nível de formalidade que lhes foi concedido.

Practice context on sport development of elite brazilian volleyball athletes / Contextos de prática na formação esportiva de atletas de elite do voleibol brasileiro

ABSTRACT The contexts of sports practice are important elements that influence the sports development of children and young people. Thus, the aim of this study was to analyze the contexts of sports practice of elite Brazilian volleyball athletes, based on the verification of practice contexts and sociodemographic variables (gender, development stage and training category) that could influence the insertion on these environments. In this retrospective study, 121 athletes, members and former members of Brazilian national teams participated in the male and female suits. Data were collected from the Instrument for Analysis of Sports Development in Volleyball (IAFEV) and analyzed by descriptive statistics (gross and relative frequency) and inferential statistics (Multinomial Logistic Regression). The results revealed a significant association between practice sites and development stage [X2 (6) = 52,709; p <0,001), sex [X2 (3) = 8,387; p = 0.039] and category [X2 (9) = 22,297; p = 0.008], showing that the athletes practiced, throughout their sports development, physical and sports activities in more structured environments, such as clubs and gyms, especially during the specialization and investment years. In addition, the practice in clubs stood out among female athletes and among athletes belonging to the younger categories, revealing specific aspects that can influence the choice of practice environments.

RESUMO Os contextos de prática esportiva são importantes elementos que influenciam na formação esportiva de crianças e jovens. Assim, o objetivo desse estudo foi analisar os contextos de prática esportiva de atletas de elite do voleibol brasileiro, a partir da verificação dos locais de prática e de variáveis sociodemográficas (sexo, estágio da formação esportiva, categoria de formação) que pudessem influenciar na inserção a esses ambientes. Participaram desse estudo retrospectivo 121 atletas, integrantes e ex-integrantes das seleções brasileiras nos naipes masculino e feminino. Os dados foram coletados a partir do Instrumento de Análise da Formação Esportiva no Voleibol (IAFEV) e analisados pela estatística descritiva (frequência bruta e relativa) e inferencial (Regressão Logística Multinomial). Os resultados revelaram associação significativa dos locais de prática com o sexo [X2(3)=8.387;p=0,039], os estágios [X2(6)=52.709;p<0,001) e as categorias de formação [X2(9)=22.297;p=0,008], evidenciando-se que os atletas investigados praticavam, ao longo de sua formação esportiva, as atividades físicas e esportivas em ambientes mais estruturados, como clubes e academias, principalmente durante os anos de especialização e de investimento. Além disso, a prática nos clubes destacou-se entre as atletas do sexo feminino e entre os atletas pertencentes às categorias mais jovens, revelando aspectos específicos que podem influenciar na escolha dos ambientes de prática.

A psicologia chega ao campo: revisão sistemática de contextos rurais latino-americanos / Psychology in the countryside: a systematic review of latin american rural contexts / La psicología llega al campo: revisión sistemática sobre contextos rurales latinoamericanos

Resumo O presente artigo tem como objetivo realizar uma revisão sistemática da literatura sobre a inserção da psicologia em contextos rurais na América Latina, considerando seu caráter de ciência e profissão e o fato de ter sido desenvolvida eminentemente em torno de fenômenos verificados em contextos urbanos. Foi realizada busca nas bases de dados PubMed, PsycINFO, Redalyc, Scielo, PePSic e LILACS, com os descritores: "Psicologia", "Zona rural" e "População Rural", nos idiomas inglês, espanhol e português. A revisão sistemática foi conduzida de acordo com os passos indicados pelo Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A amostra final conteve 93 estudos empíricos publicados entre 1996 e 2017. A análise considerou as categorias: Temas Centrais das Pesquisas, População Estudada e Enfoque Teórico Predominante. Quanto às áreas de conhecimento principais, houve uma maior concentração de pesquisas com referencial predominante da Psicologia Social (43,0%), seguido da Psicologia Escolar/Educacional (12,9%) e da Psicologia da Saúde (9,7%). Os resultados apontam que a inserção e o estudo da Psicologia em contextos rurais são recentes e se encontram em desenvolvimento, com relativa heterogeneidade de temas e referenciais teóricos, o que a caracteriza como um campo em construção, visto o movimento de consolidação de produções mais recentes no campo da Psicologia Social Comunitária. As perspectivas de avanço na área dependem da construção de uma psicologia mais historicizada e comprometida com um projeto ético-político.(AU)

Abstract This paper aims to present the results of a systematic literature review on the work of psychology in Latin American rural contexts, considering its traditional scientific and professional focus on urban contexts. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a search was conducted in the databases PubMed, PsycINFO, Redalyc, Scielo, PePSic, and LILACS for the keywords "Psychology," Rural Zones," and "Rural Population" in English, Spanish, and Portuguese. The final sample consisted of 93 empirical papers published between 1996 and 2017, analyzed based on the main research domains, studied population, and predominant theoretical approach. Most studies referred to Social Psychology (43,0%), followed by Educational Psychology (12,9%) and Health Psychology (9,7%). The results suggest that psychology insertion within rural contexts is recent and in progress. Studies on the field exhibit certain heterogeneity as to themes and theoretical frameworks, with more recent publications in Social Communitarian Psychology. The perspectives of advance in this field depends on the construction of a more historicized psychology, committed to an ethical-political project.(AU)

Resumen El presente artículo tiene como objetivo realizar una revisión sistemática de la literatura sobre la inserción de la psicología en contextos rurales en Latinoamérica, considerando su carácter de ciencia y profesión y el hecho de que se desarrolla principalmente sobre los fenómenos producidos en contextos urbanos. Se realizó una búsqueda en las bases de datos PubMed, PsycINFO, Redalyc, SciELO, PePSic y LILACS, utilizando los descriptores "Psicología", "Zona Rural" y "Población Rural" en los idiomas inglés, español y portugués. La revisión sistemática siguió los pasos sugeridos por el Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). La muestra final se compuso de 93 estudios empíricos publicados entre los años de 1996 y de 2017. El análisis consideró las categorías: Temas Centrales de Investigación, Población Estudiada y Enfoque Teórico. Respecto de las principales áreas de conocimiento, hubo una mayor concentración con referenciales sobre la Psicología Social (43,0%), seguido de la Psicología Escolar/Educacional (12,9%) y la Psicología de la Salud (9,7%). Los resultados demuestran que la inserción y el estudio de la psicología en contextos rurales son recientes y están aún en constante desarrollo, con heterogeneidad de temas y referenciales teóricos, lo que caracteriza un movimiento de consolidación más reciente en el campo de la Psicología Social Comunitaria. Las perspectivas de avances en el área dependen de la construcción de una psicología más historicizada y comprometida con un proyecto ético-político de enfrentamiento de las desigualdades sociales.(AU)

Impacto del léxico mental en la comprensión lectora en niños de nivel socioeconómico bajo / Impact of Mental Lexicon on Reading Comprehension in Children Growing up in Poverty

Resumen Objetivo. Analizar el impacto que las representaciones léxicas de niños hispanohablantes, que crecen en contextos de pobreza, tiene sobre la comprensión lectora. Método. Se evaluó a 61 niños en una prueba de comprensión lectora y, a partir de los resultados, se dividió la muestra total en dos grupos: un grupo de alto nivel de comprensión y otro grupo de bajo nivel. Luego, se evaluaron ambos grupos en pruebas de vocabulario (representaciones semánticas del léxico mental) y el nivel lector (representaciones ortográficas del léxico mental). Asimismo, se exploró el nivel de memoria operativa de los niños, la realización de inferencias y el procesamiento morfosintáctico de lenguaje oral. Resultados. Se obtienen resultados que otorgan evidencia sobre la incidencia del léxico mental en la comprensión de textos escritos.

Abstract Objetive. This study analyses the impact that lexical representations of Spanish-speaking children in contexts of poverty have on the reading comprehension skills. Method. To this end, an assessment was made of the reading comprehension of 61 children. The results helped identify two groups within the sample: one with a high level of comprehension, and a second with a low level of comprehension. Each group's vocabulary (semantic representations of the mental lexicon) and reading level (orthographic representations of the mental lexicon) was then assessed. Other important skills related to comprehension were likewise explored, such as working memory, inference-making ability, and morphosyntactic processing of spoken language. Results. The results provide evidence regarding the substantial impact of mental lexicon representations on reading comprehension.

Variaciones de las vocalizaciones del bebé y del habla materna en función de la depresión posparto: Modulaciones según edad y sexo infantil / Variations of Babies Vocalizations and Maternal Speech Depending on Postpartum Depression: Modulations According to Infant's Age and Sex

Resumen El presente trabajo indaga sobre la influencia de la depresión posparto (DPP) materna en las características prosódicas del Habla Dirigida al Bebé (HDB) y las emisiones preverbales infantiles en diversos contextos de interacción madre-hijo/a. Participaron 40 madres y sus bebés entre 3 y 6 meses de edad. Las madres fueron evaluadas con la Escala de DPP de Edimburgo (Cox, Holden y Sagoysky, 1987) y las díadas madre-hijo fueron filmadas en sesiones de juego no estructurado; 27 madres no presentaron indicadores de DPP y 13, sí. Las madres con DPP emitieron menor cantidad de vocalizaciones que las del grupo control y presentaron menor intensidad media y máxima al hablarle a sus bebés de 5-6 meses y esto fue particularmente observable en bebés varones (p < .07). Además, estas madres usaron menos curvas descendentes al dirigirse a bebés más pequeños (3-4 meses) y curvas ascendentes y descendentes al dirigirse a sus hijos varones (p < .01). En los bebés -tanto en los de 5-6 meses como en varones- (con madres con DPP se observó menor producción de emisiones preverbales, aunque sin ser significativa. La DPP materna impactó en los bebés más pequeños observándose una disminución de la frecuencia fundamental (p < .01) y de las intensidades media y máxima, pero solo en bebés varones (p < .05). También se halló una ausencia de curvas con forma de U en los varones e hijos de madres con DPP (p < .05). Aparentemente, la DPP afecta el HDB materno, el que varía a nivel acústico y prosódico en función de la edad del bebé afectando las emisiones preverbales, siendo mayor el impacto en los varones.

Abstract The present work aims to study the influence of postpartum depression (PPD) on the acoustic and melodic characteristics present in the vocal interaction between the mother and her baby. We analyze acoustic qualities of the mother's voice when she is talking to her baby (Infant-Directed Speech) such as fundamental frequency (F0 maximum, medium and minimum values) and intensity (maximum, medium and minimum values). The changes of F0 during a vocalization (intonation contours such as rising, falling, bell-shape, U-shape and sinusoidal and flat contours) were also examined. The same prosodic parameters were investigated in regard to prelinguistic vocalizations. The mothers were healthy, primiparous and native speakers of argentinian spanish. The babies were 3 to 6 month old, and those with congenital diseases or diseases that could affect the assessment of the variables under consideration were excluded. We evaluated 40 dyads of mother and child who attend the University Hospital of Maternity and Neonatology of Córdoba, Argentina. The presence of indicators for PPD was examined through the Edinburgh postpartum depression Scale (Cox, Holden & Sagoysky, 1987). The mother-infant interactions were filmed in unstructured play sessions. The categorization of different contexts in which those interactions occur were taken into account for the acoustic and melodic analysis. The types of interactional contexts were distinguished according the classification made in Papousek, Papousek & Symmes (1991). The results showed that 27 mothers did not present indicators of PPD and 13 did. Acoustically, the infant-directed speech of mothers who exhibit the presence of postpartum depression indicators featured lower values of medium and maximum intensity (p < .07, in both measures) in babies between 5 and 6 months old, and in male babies in particular (F0 medium p < .04 and F0 maximum p < .03). According to the melodic characteristics of IDS, less use of falling contours (p < .01) was found in mothers with PPD when addressing smaller babies -3 and 4 month old- and the same happened with the rising (p < .02) and falling (p < .01) contours when their children were males. In preverbal vocalizations, children whose mothers had indicators of postpartum psychopathology showed a lower number of emissions at a later age (p < .1) and in males (p < .1). Also, lower values of F0 were found in smaller babies (F0 minimum p < .01 and F0 medium p < .002). Male infants of mothers with PPD also presented a decrease in intensity (medium p < .05 and maximum p < .03). Finally, at the melodic analysis, the rising contours were not used at all for the oldest babies (p < .01) nor the U-shaped contours in males (p < .02). In conclusion, the findings of the present study not only confirm -through physiological measures- the effect of the interaction of mothers with their babies as a function of the presence of signs of postpartum depression, already from the first months of childhood life, but also that these alterations are modulated by the age and the gender of the infant. It is essential, therefore, to continue investigating whether these difficulties related to the primary bond that each mom and her child share are perpetuated over time. It is also necessary to adopt a gender perspective of maternal and child relationships and the importance of therapeutic approach and intervention of the dyad as early as the first months after birth. At the same time, the exhaustive and immediate diagnosis of PPD cases is a matter of primary healthcare and the multidisciplinary intervention is urgent from the beginning in order to ensure maternal-infant metal health and harmonic social, cognitive and emotional development in children.

Conductas disruptivas infantiles y estilos de crianza / Child disruptive behaviors and parenting styles

Este estudio analiza los estilos de crianza parental y su relación con la aparición y mantenimiento de conductas disruptivas en escolares. El proceso de socialización en la familia es el primer y principal medio que provee y retroalimenta a nivel comportamental y emocional la conducta infantil, al vincular la práctica de actitudes, delimitación de normas-límites, valores, cumplimientos de funciones-roles y expresiones de comunicación-afecto. Se utilizó estudio de caso. Participaron seis progenitores de hijos 5 a 9 años de edad, a quienes se aplicó entrevistas psicológicas, escala de Funcionamiento Familiar (EFP) y cuestionario de Funcionamiento Familiar (FF-SI), a seis docentes se administró: Escala de Evaluación del Trastorno por Déficit de Atención con Hiperactividad e Inventario del Comportamiento de niños/as de 6-8 años para profesores/as. De las entrevistas clínicas se desprende que la mayoría de los niños muestran conductas disruptivas en los contextos: familiar y educativo, sus principales manifestaciones: irritaciones, confrontaciones, exigencias, búsqueda constante de atención, bajo rendimiento escolar, inquietud, desobediencia, no cumplen con tareas u obligaciones, desafiantes y manipuladores. Respecto a los estilos parentales y al funcionamiento familiar, los resultados encontrados muestran que las familias emplean estilos de crianza parental rígidos y permisivos. De ellas la mitad es moderadamente funcional y disfuncional. Por su parte, los docentes cumplimentan pruebas que indican la existencia de trastorno de conducta de riesgo elevado y moderado, con rango clínico. Estos resultados permiten concluir que los estilos de crianza parental se convierten en factores de protección o riesgo en la conducta de niños según la interacción que exista.

This study analyzes parenting styles and their relationship to the appearance and maintenance of disruptive behavior in school children. The process of socialization in the family is the first and main means that provides and provides feedback at a behavioral and emotional level for children's behavior, by linking the practice of attitudes, delimitation of norms-limits, values, fulfillment of functions-roles and expressions of communication -affection. A case study was used. Six parents of children from 5 to 9 years old participated, to whom psychological interviews, Family Functioning Scale (FFS) and Family Functioning Questionnaire (FF-SI) were applied, six teachers were administered: Attention Deficit Hyperactivity Disorder Assessment Scale and Behavior Inventory for 6-8 years old children for teachers. From the clinical interviews, it was found that most of the children showed disruptive behaviors in the following contexts: family and educational, their main manifestations: irritations, confrontations, demands, constant attention seeking, low school performance, restlessness, disobedience, failure to fulfill tasks or obligations, defiance and manipulation. Regarding parental styles and family functioning, the results found show that families employ rigid and permissive parenting styles. Half of them are moderately functional and dysfunctional. For their part, teacher's complete tests that indicate the existence of high- and moderate-risk behavioral disorders, with clinical range. These results allow us to conclude that parenting styles become protective or risk factors in children's behavior depending on the interaction that exists.

Contextos de interacción educativa y desarrollo de niños preescolares / Educational interaction and development contexts in pre-school children

Este artículo establece relaciones entre el desarrollo cognitivo de 405 niños1 de 3, 4 y 5 años y sus contextos educativos en la modalidad Hogares Comunitarios del Instituto Colombiano de Bienestar Familiar (HC-ICBF). Desde el enfoque sistémico de U. Bronfenbrenner se establecen relaciones entre indicadores de desarrollo de los niños y los descriptores de los contextos educativos denominados HC - ICBF. Los indicadores se establecen a partir de niveles diferenciados de estrategias de inferencia en la resolución de un problema, anclado a prácticas culturales específicas. Estadísticas no paramétricas y análisis de correspondencia múltiples (ACM) permitieron establecer que el desarrollo cognitivo de los niños preescolares tiene relaciones significativas con las expectativas que el cuidador tiene respecto de la educación de los niños. Estos datos dialogan con perspectivas de la psicología del desarrollo que vinculan los procesos de construcción de conocimiento a contextos culturales específicos

This article links the cognitive development of 405 children between 3 and 5 years old and their educational contexts under the modality of Community Homes of the Colombian Institute of Family Wellbeing (HC-ICBF). The systemic approach of Bronfenbrenner University establishes relations between development indicators of children and the descriptors of educational contexts called HC-ICBF. Indicators are established based on differentiated levels of inference strategies for problem resolutions concerning specific cultural practices. Non-parametric statistics and multiple correspondence analysis helped to determine that cognitive development of pre-school children have significant relationships with the expectation the caregiver has about children's education. These data relate to the approaches to developmental psychology that associate the knowledge construction processes with specific cultural contexts

Validação da Escala de Contextos de Aprendizagem para Treinadores Esportivos - Versão Tênis

RESUMO O objetivo do estudo foi apresentar evidências de validade da Escala de Contextos de Aprendizagem para Treinadores Esportivos (Ecate). Quatro juízes avaliaram o conteúdo dos itens e 104 treinadores de tênis responderam à Ecate. Os itens apresentaram índices satisfatórios para clareza de linguagem e pertinência prática, e índices "substanciais"/"quase perfeitos" de concordância entre juízes para dimensionalidade teórica. O modelo mais adequado foi o tridimensional de segunda ordem com 17 itens, apresentou índices de ajustamento "razoáveis"/"bons". Sua consistência interna foi "boa" e a de suas dimensões "fraca"/"boa". Assim, a versão final da Ecate-17 demonstrou qualidades psicométricas satisfatórias na avaliação de contextos de aprendizagem quando aplicada a treinadores de tênis.

ABSTRACT The study's objective was to present evidences of validity of the Scale of Learning Contexts for Sports Coaches (Ecate). Four judges evaluated the items' content and 104 tennis coaches answered the Ecate. The items presented satisfactory indices for clarity of language and practical relevance, and "substantial"/"almost perfect" indices of agreement between judges for theoretical dimensionality. The most suitable model was a second-order three-dimensional model with 17 items, presenting "reasonable"/"good" indices of adjustment. Thus the final version of Ecate-17 demonstrated satisfactory psychometric qualities in assessing learning contexts when applied to tennis coaches.

RESUMEN El objetivo del estudio fue presentar evidencias de validez de la Escala de Contextos de Aprendizaje para Entrenadores Deportivos (Ecate). Cuatro peritos evaluaron el contenido de los ítems y 104 entrenadores de tenis respondieron a la Ecate. Los ítems presentaron índices satisfactorios de claridad de lenguaje y pertinencia práctica, e índices "sustanciales"/"casi perfectos" de concordancia para la dimensionalidad teórica. El modelo más adecuado fue el tridimensional de segundo orden con 17 ítems, que presentaba índices de ajuste "razonables"/"Buenos". Su coherencia interna fue "buena" y por sus dimensiones, "débil"/"buena". La versión final de la Ecate-17 demostró cualidades psicométricas satisfactorias en la evaluación de contextos de aprendizaje que se aplicaban a entrenadores de tenis.

Violência contra a mulher no meio rural brasileiro: uma revisão integrativa / Violence against women in Brazilian rural areas: an integrative review

Trata-se de uma revisão integrativa da literatura sobre o fenômeno da violência contra a mulher em contextos rurais no Brasil. Realizou-se busca na Biblioteca Virtual em Saúde (Psicologia) que resultou em 66 artigos, dentre os quais foram selecionados 10 para o estudo. No geral, os artigos são recentes, de enfoque qualitativo, com uma diversidade de participantes, entre gestores, profissionais de saúde e mulheres. Os principais achados sugerem diferentes compreensões em torno da violência contra a mulher e características comuns dos contextos rurais como agravantes, como a dificuldade de acesso aos serviços. Como estratégias de enfrentamento, foram mencionadas: rede intersetorial e Estratégia Saúde da Família, grupos de mulheres, rede social de apoio e participação política. A carência de estudos demanda a necessidade de realização de novas pesquisas a fim de compreender melhor a dinâmica da violência em contextos rurais e implementar ações que assegurem o bem-estar e a dignidade das mulheres.

This study is a integrative literature review about the phenomenon of violence against women in rural areas in Brazil. We surveyed the data base of the Virtual Library in Health (Psychology), resulting in 66 articles, among which 10 were selected for the study. Overall, the articles are recent, qualitative, with a diversity of participants, among managers, health professionals and women. The main findings suggest different understandings about violence against women and common characteristics of rural contexts as aggravating factors, such as the difficulty of access to services. As coping strategies, the following were mentioned: intersectoral network and Family Health Strategy, women's groups, social support network and political participation. The lack of studies demands the need for new research to better understand the dynamics of violence in rural areas and to implement actions that ensure the well-being and dignity of women.

How do we live with chronic disease? A rights-based approach promoting the wellbeing of children with chronic disease / Como é que vivemos com doenças crônicas? Uma abordagem baseada em direitos para promover o bem-estar de crianças com doenças crônicas

Abstract This paper focuses on the life experiences of children with chronic disease, a group whose invisibility involves particular challenges in their relationship with professionals in important life contexts, such as family, school and hospital. The study includes two complementary phases: i) Phase 1, composed of 15 interviews with parents, education and health professionals and two focus group discussions with children, and children and their mothers; and ii) Phase 2, which included self-report questionnaires administered to parents (n = 152) and children with chronic disease (n = 176). Based on a mixed methodology, this study combines quantitative and qualitative methods assuming that plural approaches allow for a deeper understanding of the life conditions of children with chronic disease and their families. The results reinforce the reproduction of social stereotypes and the tendency to focus on the individual ability to solve problems, which still remain to be circumscribed to the people's chronic disease sphere. Moreover, this paper reveals the central role that inclusive contexts have on children's wellbeing.

Resumo Este artigo foca-se nas experiências de vida de crianças com doenças crônica, cuja invisibilidade envolve desafios particulares no que respeita à sua relação com profissionais, em importantes contextos de vida, como sejam a família, a escola e o hospital. Este estudo inclui duas fases complementares: i) Fase 1, composta por 15 entrevistas com pais, profissionais de educação e de saúde, e dois grupos de discussão focalizada com crianças e com crianças e suas mães; e ii) Fase 2, a qual inclui questionários autoadministrados a pais (n = 152) e a crianças com doença crônica (n = 176). Baseado numa metodologia mista, este estudo combina métodos qualitativos e quantitativos, assumindo que abordagens plurais permitem um conhecimento mais aprofundado das condições de vida das crianças com doença crônica e suas famílias. Os resultados reforçam a reprodução de estereótipos sociais e a tendência para enfatizar a capacidade individual para resolver problemas, a qual parece estar ainda circunscrita à esfera das pessoas com doença crônica. Para além disso, este artigo revela o papel central que os contextos inclusivos têm no bem-estar das crianças.