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Advisor(s)
Abstract(s)
O estudo que se apresenta neste documento, sobre as estereótipos e representações sociais
acerca do envelhecimento e da velhice, tem como objetivo analisar as perceções das crianças
de educação pré-escolar sobre o processo de envelhecimento e da velhice, bem como analisar
as perceções que os educadores sociais têm sobre o seu papel na promoção de representações
sociais positivas sobre o processo de envelhecimento e da velhice. O presente estudo é
fundamentado numa pesquisa bibliográfica e documental. Para aceder às perceções das
crianças e dos educadores sociais, realizou-se um estudo de natureza qualitativa, utilizando a
entrevista semiestruturada e o desenho livre como instrumentos de recolha de dados. Para a
análise dos dados obtidos aptou-se pela análise de conteúdo. Os participantes no estudo foram
21 crianças, 12 com 4 anos de idade, seis do sexo feminino e seis do sexo masculino, nove de
5 anos de idade, três do sexo masculino e nove do sexo feminino, de um jardim de infância de
Bragança e três educadores sociais do sexo feminino que trabalhavam com crianças em
instituições do distrito de Bragança. Os resultados obtidos permitem verificar que as crianças
que participaram neste estudo possuem representações sobre o processo de envelhecimento e
sobre a velhice, pois revelam que se trata de um processo contínuo e diferenciado e, que a
velhice é a última etapa deste processo de envelhecimento. Revelam ainda algumas
representações negativas acerca do processo de envelhecimento, mas também salientam
representações positivas. No que se refere às conceções dos educadores sociais sobre o seu
papel na formação de representações positivas sobre o envelhecimento e da velhice, os
resultados indicam que, apesar de já se verificarem algumas medidas de intervenção que
possam ajudar a reconfigurar os estereótipos e as representações sociais acerca do
envelhecimento e da velhice, estas devem ser ampliadas. Este estudo conclui que as crianças
apresentam representações negativas e positivas sendo necessário que se inicie desde cedo uma
intervenção, por parte dos educadores sociais, ajudando-as a construir visões realistas sobre
este processo.
The study presented in this dissertation about the stereotypes and representations social about aging and old age, aims to analyze the perceptions of pre-school children about the aging process and old age, as well as to analyze the preceptions that social educators have on their role in promoting positive social representations on the aging process and old age. The present study is based on a bibliographical and documental research, based on studies and theories on social representations. To access the perceptions of children and social educators, a qualitative study was carried out, using the semi-structured interview as a data collection instrument. For data analysis, the content analysis technique was used. Participants in the study were 21 children, 12 with 4 years of age, six females and six males and nine 5-year-old, three males and nine females from a Bragança kindergarten and three female social educators working with children in institutions in the district of Bragança. The results obtained allow us to verify that the children who participated in this study have several representations about the aging process and about old age, as they reveal that it is a continuous and differentiated process between people and that old age is the last stage of this process of aging. The children reveal some negative representations about the aging process but also show positive representations. Considering the conceptions of social educators about their role in shaping positive representations on aging and old age, the results indicate that although there are already some intervention measures that may help to reconfigure stereotypes and social representations about aging and old age they should be expanded. This study concluded that children have positive and negative representations being necessary to start early intervention on the part of educators to help them build realistic views about this process.
The study presented in this dissertation about the stereotypes and representations social about aging and old age, aims to analyze the perceptions of pre-school children about the aging process and old age, as well as to analyze the preceptions that social educators have on their role in promoting positive social representations on the aging process and old age. The present study is based on a bibliographical and documental research, based on studies and theories on social representations. To access the perceptions of children and social educators, a qualitative study was carried out, using the semi-structured interview as a data collection instrument. For data analysis, the content analysis technique was used. Participants in the study were 21 children, 12 with 4 years of age, six females and six males and nine 5-year-old, three males and nine females from a Bragança kindergarten and three female social educators working with children in institutions in the district of Bragança. The results obtained allow us to verify that the children who participated in this study have several representations about the aging process and about old age, as they reveal that it is a continuous and differentiated process between people and that old age is the last stage of this process of aging. The children reveal some negative representations about the aging process but also show positive representations. Considering the conceptions of social educators about their role in shaping positive representations on aging and old age, the results indicate that although there are already some intervention measures that may help to reconfigure stereotypes and social representations about aging and old age they should be expanded. This study concluded that children have positive and negative representations being necessary to start early intervention on the part of educators to help them build realistic views about this process.
Description
Keywords
Representação social Estereótipo Crianças