Estilos parentais e sobredotação : desfazendo mitos
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2012
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Assiste-se, atualmente, à discussão do sucesso educativo de todas as crianças, e a
uma (re)estruturação do conceito socioeconómico de família. O consenso à volta do
sucesso educativo, não pode desvalorizar a educação parental, e consequentemente, o
estilo parental e as práticas educativas a ele associadas.
Torna-se necessário compreender de que forma o estilo parental e as práticas
educativas a ele associadas, adotado pelos pais das crianças já identificadas como
sobredotadas e as não sobredotadas, repercutem na avaliação que os filhos fazem sobre o
índice de parentalidade e o modo como os dois grupos de pais se envolvem na escola. Para
tal recorremos e alguns instrumentos já avaliados e utilizados noutros estudos em Portugal.
Ainda que não existam diferenças significativas entre os dois grupos de crianças
estudadas, concluímos que uma criança sobredotada, não é necessariamente oriunda de
famílias com categorias profissionais superiores, nem de pais com habilitações literárias
superiores. Os dois grupos de crianças reconhecem contudo, que as mães revelam mais
afeto e menos controlo e se envolvem mais em algumas atividades escolares. Intervir na
educação de uma forma sistematizada e articulada, para que a criança compreenda e
assimile as ações educativas, constitui o substrato do alimento cognitivo para que qualquer
criança cresça com cadências sequenciais lógicas.
Nowadays the educational success of all children and the (re) structuring of the socio-economic concept of family are under discussion. There is a consensus when it comes to the educational success of children. However this consensus can not belittle parental education and therefore undervalue the parenting style and the educational practices that come along with it. Understanding the way the parenting style and its educational practices influence the assessment done by the children on the parenting index and the way the two groups of parents – parents of children already identified as gifted and parents of non-gifted children - take part in school life becomes absolutely necessary. In order to achieve this goal some instruments that have already been evaluated and used in other studies conducted in Portugal were also used in this study. Even though there are no significant differences between the two groups of children analysed in this study the conclusion that can be drawn is that gifted children do not necessarily come from families whose members have higher professional categories, nor from parents that possess a higher level of education. However, the two groups of children acknowledge that their mothers are more affectionate and less controlling and are more involved in school activities. To intervene in education in a systematic and articulate way so that the child understands and assimilates the educational process is the substrate of the cognitive nourishment every child needs in order to grow with logical sequential cadences.
Nowadays the educational success of all children and the (re) structuring of the socio-economic concept of family are under discussion. There is a consensus when it comes to the educational success of children. However this consensus can not belittle parental education and therefore undervalue the parenting style and the educational practices that come along with it. Understanding the way the parenting style and its educational practices influence the assessment done by the children on the parenting index and the way the two groups of parents – parents of children already identified as gifted and parents of non-gifted children - take part in school life becomes absolutely necessary. In order to achieve this goal some instruments that have already been evaluated and used in other studies conducted in Portugal were also used in this study. Even though there are no significant differences between the two groups of children analysed in this study the conclusion that can be drawn is that gifted children do not necessarily come from families whose members have higher professional categories, nor from parents that possess a higher level of education. However, the two groups of children acknowledge that their mothers are more affectionate and less controlling and are more involved in school activities. To intervene in education in a systematic and articulate way so that the child understands and assimilates the educational process is the substrate of the cognitive nourishment every child needs in order to grow with logical sequential cadences.
Descrição
Orientação: Maria de Lourdes de Pina Manique Ferreira Braga de Figueiredo
Pereira
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ESTILOS PARENTAIS, SOBREDOTAÇÃO, EDUCATION, PARENTING STYLES, GIFTEDNESS