A formalização do casamento com e sem "teste-drive" : expectativas e sentimentos dos casais

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Pedagogical models focused on the integration of ICT in basic education : a systematic review

A pedagogical model is a system of theoretical premises that organize a curricular approach, being incorporated into teaching practice and the interactions between teacher, student, and learning object. In teaching practice, their interaction with students should be based on activities that seek to contextualize with reality. On the other hand, pedagogical practices, based on the implementation of Digital Information and Communication Technologies, improve the performance of teachers who develop skills to plan modern and technology-integrated learning processes. This article presents a systematic review of works published in the period 2018-2022 that dealt with the use of pedagogical models based on the integration of TDIC in basic education. From the 10 works identified, it was possible to conclude that a pedagogical model must use the technological approach to meet the needs of the teacher and their students. The research contributed to finding the main and most recent studies on the subject. In this way, the article serves as a summary of publications on pedagogical models in TDIC carried out in the period 2018-2022

The Grief Elaboration Process in the Pandemic Scenario: A Group Intervention

The COVID-19 pandemic has claimed thousands of victims worldwide. To deal with loss is a formidable challenge for all, especially those who experienced losing their loved ones. The grief elaboration process is complex, and the pandemic adds some specific challenges, such as the restrictions to funerals and farewell rituals or the impossibility of saying goodbye due to the sanitary measures. This chapter presents a group psychological intervention aimed at people who lost their relatives to COVID-19. The therapeutic groups were carried out virtually through six sessions and brought together people from all over Brazil. Narrative therapy was the theoretical model adopted. The participants mentioned the moment of diagnosis as decisive for experiencing the disease’s terminality and anguish, promoting guilt and anxiety in the family. In the group, the participants found space to share the painful experience, and throughout the sessions, they were able to develop coping resources. They mentioned strategies, such as activating the family and social support network, recalling legacies and moments they shared with the deceased, and elaborating farewell rituals adapted to the pandemic circumstances. The participants evaluated the group intervention as very important for reframing the pain of loss and restoring future projects since they counted on the help and inspiration of the other participants who went through this painful experience in similar circumstances

A pedagogical model for integrating digital technologies in education : workshops on sustainable development goals (SDGS)

A proposal for a pedagogical model that integrates digital technologies in teaching Sustainable Development Goals (SDGs) in K-12 Education. The research is developed within project InTecEdu (Integration of Technology in Education), developed by the research group since 2008, and focusing on social inclusion for highly socially vulnerable K-12 students. The research was exploratory and qualitative; data was collected through a questionnaire and participant observation, with 253 students and 9 teachers from 5 Brazilian public schools. The research contributes by bringing a pedagogical model for integrating SDGs and Information and Communication Technologies (ICTs) in K-12 education. All analyzed aspects received a high level of approval, although some opportunities for improvement were identified, such as the duration and frequency of the session. We recommend the reuse of the pedagogical model, since our intention is for it to be open-source, and free to use. The paper is aligned with the fourth SDG: Quality Education. It directly contributes with the education of 253 socially vulnerable students from a south American public school, and indirectly contributes with improvement of education. To improve the pedagogical model based on the feedback from the questionnaires and apply it with a more extensive scenario

Young adult differentiation : a family therapy case study

Uma mãe e um filho adulto jovem buscaram atendimento psicológico em função dos conflitos existentes entre eles. Identificou-se uma estrutura familiar marcada pela fragilidade das fronteiras entre os subsistemas, destacando-se o distanciamento entre os pais e o emaranhamento mãe-filho. Evidenciava-se dificuldade no estabelecimento de limites no relacionamento e no ambiente físico em que viviam. Essa ausência de fronteiras claras pode dificultar o processo de individuação e a aquisição de autonomia. Realizaram-se atendimentos quinzenais, a partir do referencial relacional-sistêmico. Iniciou-se a psicoterapia com sessões conjuntas com mãe e filho, às quais se seguiram sessões individuais alternadas, com o objetivo de reforçar as fronteiras e a diferenciação entre eles, destacando-se perspectivas e projetos pessoais. Ambos demonstraram crescente capacidade para refletirem sobre si mesmos, sem recorrerem às queixas sobre o relacionamento e investindo em outros relacionamentos. Constatou-se que a terapia relacional-sistêmica pode contribuir para o reestabelecimento de possibilidades e desenvolvimento da autonomia. _____________________________________________________________________________________________ ABSTRACTA mother and a young adult son sought psychological counseling because of the conflicts between them. It was identified a family structure marked by the fragility of the subsystems boundaries, which was associated to a detachment between the parents and to the mother-child entanglement. Their difficulty in establishing relational and environmental boundaries was evident. This absence of clear boundaries can hinder the individuation and autonomy process. The family therapy was held fortnightly, using the relational-systemic referential. Psychotherapy began with joint sessions with mother and son, which were followed by alternated individual sessions with the objective of strengthening the boundaries and the differentiation between them. The therapists emphasized personal perspectives and projects. Both have shown growing ability to think about themselves without recurrently complain about the relationship and to invest in other relations. It was noted that systemic-relational therapy may contribute to the re-establishment of possibilities and to the autonomy development

Professional perspectives on institutional embracement of children and adolescents and on family reintegration

Diante da realidade do acolhimento institucional de crianças e adolescentes em nosso país, este estudo visa à verificação da perspectiva dos profissionais que atuam nessas instituições sobre as famílias e a reintegração familiar. Realizaram-se entrevistas semiestruturadas com três profissionais. Na análise dos dados, adotaram-se como pilares teóricos os fundamentos da Teoria Sistêmica e da Psicologia Positiva, utilizando-se como eixos de análise a atuação multidisciplinar, os fatores de proteção e risco para a reintegração familiar, as vulnerabilidades dessas famílias e os caminhos possíveis para fortalecer sua resiliência. Fatores como vulnerabilidade social, repetição transgeracional da violência e a permanência dos motivos que levaram ao abrigamento destacaram-se na fala dos participantes deste estudo. Constatou-se a necessidade de atuação de equipes multidisciplinares qualificadas para lidar com situações tão complexas.Considering the reality of institutional embracement of children and adolescents in our country, this study aims to verify the perspectives of professionals working in these institutions on these families and family reintegration. Semi-structured interviews were carried on with three professionals. In data analysis, Systemic Theory and Positive Psychology fundamentals were adopted as theoretical pillars, using as analytical categories multidisciplinary team performance, protection and risk factors for family reintegration, vulnerabilities of these families and possible ways to strengthen their resilience. Factors such as social vulnerability, transgenerational transmission of violence and the permanence of the reasons for embracement were highlighted by the participants of this study. It was noted the need of expertise of multidisciplinary teams, which should be qualified to deal with such complex situations

Competencies for STEAM areas : a focus on teacher

This article aims to present a mapping of teaching skills for STEAM areas. Society is constantly changing, and Education needs to make changes that enable the formation of the subject integrally. From this perspective, STEAM areas are increasingly present in classrooms, intending to prepare future professionals for this connected and technological world. Thus, to embrace this new society, it is pertinent to build new teaching skills that can contemplate the integral formation of the student. Methodology: The research had a qualitative approach of the interpretive type, of an applied nature, being exploratory regarding the objectives and using the case study as a procedure. The instruments were the productions of the participants of an online course and participant observation. Results and conclusions: In this study, 80 teachers participated, and the data presented denote a concern of teachers to build pedagogical competencies in the pedagogical perspective, with methodologies and action strategies, as well as technological ones, from basic training in the use of technologies. Thus, in total, 11 teaching competencies were mapped to work in STEAM areas. In addition, it was possible to glimpse suggestions of educational and digital tools that can be used in pedagogical practices, as well as active methodologies that apply in the presented context

O Desenvolvimento da Relação do Casal diante do Sucesso da Reprodução Assistida

We investigated the development of the marital and the coparental relationships during the transition to parenthood following assisted reproduction, through a collective longitudinal case study. We conducted a narrative analysis of the interviews answered by three couples during pregnancy, baby's third month, and baby's first year. Facing treatment and transition to parenthood may be an imbalanced situation when one of the spouses already has children. Themes of conflict may be displaced. However, the spouses may try to solve it using the same strategies present during their history. We identified evidence of the coparental relationship during the treatment period, and there is a process in which the couple's marital and coparental relationships became gradually differentiated.Investigamos o desenvolvimento da relação coparental e conjugal durante o processo de transição para a parentalidade no contexto da reprodução assistida, a partir de um estudo de caso coletivo longitudinal. Realizamos uma análise narrativa das entrevistas respondidas por três casais na gestação, no terceiro mês do bebê e em seu primeiro ano. Quando um dos cônjuges já tem filhos pode haver uma assimetria no enfrentamento do tratamento e da transição para a parentalidade. Pode haver, ainda, um deslocamento dos temas de conflito, embora estes tendam a ser abordados com as mesmas estratégias presentes na história do casal. Identificamos indícios da coparentalidade já no tratamento, havendo uma diferenciação crescente entre conjugalidade e coparentalidade

La educación física en la educación infantil: entre la formación para la libertad y la disciplinación corporal

Este artigo aborda a Educação Física na Educação Infantil. O objetivo é problematizar a prática pedagógica da Educação Física na Educação Infantil, considerando os pressupostos indicados para a área nessa etapa de escolaridade e os processos de condução dos sujeitos infantis nessas práticas. Trata-se de um estudo qualitativo com base nos Estudos Foucaultianos em Educação. Em primeiro lugar, analisamos a BNCC para a Educação Infantil, destacando os discursos que legitimam a área da Educação Física. Em segundo lugar, reunimos pistas, num movimento cartográfico, sobre o modo como acontece a prática pedagógica da Educação Física na Educação Infantil. Notamos que há orientações curriculares que indicam para uma formação integral, emancipada e livre do sujeito infantil. Todavia, nas práticas da Educação Física, há operações de governamento que conduzem para um disciplinamento do corpo. Dentro da perspectiva de análise, destacamos que liberdade e disciplina são conceitos afins à constituição dos sujeitos infantis contemporâneos.This article is about Physical Education in Early Childhood Education. The objective is to problematize the pedagogical practice of Physical Education in Early Childhood Education, considering the guidelines for the area at this stage of teaching and the processes of conducting child subjects in these practices. This is a qualitative study based on Foucaultian Studies in Education. Firstly, we analyzed the BNCC for Early Childhood Education, highlighting the discourse that legitimizes the area of Physical Education. Second, we gathered clues, in a cartographic movement, on the pedagogical practice of Physical Education in Early Childhood Education. We realize that there are curricular guidelines that indicate an integral, emancipated and free education of the child subject. However, in Physical Education classes there are governance operations that lead to disciplining the body. In this perspective of analysis, we highlight that freedom and discipline are reletad concepts in the constitution of contemporary child subjects.Este artículo trata sobre la Educación Física en la Educación Infantil. El objetivo es problematizar la práctica pedagógica de la Educación Física en la Educación Infantil, considerando los lineamientos curriculares del área en esta etapa y los procesos de conducción de los sujetos infantiles en estas prácticas. Este es un estudio cualitativo basado en Estudios Foucaultianos en Educación. En primer lugar, analizamos el BNCC de Educación Infantil, destacando los discursos que legitiman el área de Educación Física. En segundo lugar, recopilamos pistas, en un movimiento cartográfico, sobre cómo se da la práctica pedagógica de la Educación Física en la Educación Infantil. Observamos que existen pautas curriculares que señalan una formación integral, emancipada y en libertad para la asignatura infantil. Sin embargo, en las prácticas de Educación Física existen operaciones de gobernanza que llevan a disciplinar el cuerpo. Desde la perspectiva, enfatizamos que la libertad y la disciplina son conceptos relacionados en la constitución de los sujetos infantiles contemporáneos