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Um estudo sobre dinâmica familiar de crianças com dificuldades de aprendizagem em fase de alfabetização

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dc.contributor Amazonas, Maria Cristina Lopes de Almeida
dc.contributor CPF:12643327420
dc.contributor http://lattes.cnpq.br/6789160662822616
dc.contributor Cerveny, Ceneide Maria de Oliveira
dc.contributor CPF:02882655800
dc.contributor http://lattes.cnpq.br/2033390392365323
dc.contributor Lima, Albenise de Oliveira
dc.contributor CPF:09753923449
dc.contributor http://lattes.cnpq.br/7796825725927994
dc.date.accessioned 2007-03-27
dc.date.accessioned 2018-09-25T19:36:20Z
dc.date.available 2007-03-27
dc.date.available 2018-09-25T19:36:20Z
dc.date.created 2007-03-27
dc.date.issued 2004-02-27
dc.identifier COELHO, Helenita Meyer de Macedo. The dynamics of families whose children have learning difficulties during the period of literancy. 2004. 266 f. Dissertação (Mestrado em Psicologia Clínica) - Universidade Católica de Pernambuco, Recife, 2004.
dc.identifier http://tede2.unicap.br:8080/handle/tede/156
dc.identifier.uri http://hdl.handle.net/20.500.12032/476045
dc.description.abstract The objective of this work is to understand the dynamics of families whose children have learning difficulties, during the period of literacy. In theoretical grounding, we adopt a systemic approach, as much to define family dynamics as to discuss difficulties of learning. To get our objective, during the investigation, we count on five mothers, one father, one (that shows up for interwiew next to his wife), two teachers and two school coordinatiors from two schools where the children study; and five children, this way consisting of five cases or five family sistems. To the children, we use the technique of Drawings of the Family with Estory (DF-E). To the fathers, the teachers and the school coordinatiors, we use the semi- strutured interwiew. Our analysis occur on two different moments: one analysis case by case and, on second moment, the general analysis of the cases. The results indicate a family dynamics that focus itself in children, with concern to get their well-being and it values the study as to achieve success in life. By other side, we check the difficult on differentiation/individual process that concerns the children, translated though mechanisms like a superprotection, excess of care, fragile tough excess of control and strict tough, identifications and comparisons. Our study show also the false knowledge that are behind the secrecies and myths, the double messages, the family commands, that become structural elements of family dynamics. This way, these elements of family dynamics. This way these elements work like something that inhibits the character in his own exploration, taking ourselves to reflect about its influence on learning. The purpose of this study is to offer subsidies to parents and profissional workers that deal with children that have learning difficulties and their families, emphasizing the importance of family context on full development of individual
dc.publisher Universidade Católica de Pernambuco
dc.publisher Psicologia Clínica
dc.publisher BR
dc.publisher UNICAP
dc.publisher Mestrado em Psicologia Clínica
dc.rights Acesso Aberto
dc.subject psicologia clínica
dc.subject aprendizagem
dc.subject psicologia infantil
dc.subject família
dc.subject psicologia do desenvolvimento
dc.subject clinical psychology
dc.subject family
dc.subject infantile psychology
dc.subject learning
dc.subject developmental psychology
dc.title Um estudo sobre dinâmica familiar de crianças com dificuldades de aprendizagem em fase de alfabetização
dc.type Dissertação


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