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    Percepções e práticas de socialização emocional na perspectiva de cuidadores e psicólogos de instituições de acolhimento infantil
    (Universidade Federal do Espírito Santo, 2023-09-26) Vazzoler, Franciela Fernandes; Moura, Gabriella Garcia; http://lattes.cnpq.br/1207482802921000; https://orcid.org/0000-0003-1528-3149; http://lattes.cnpq.br/0377030143647830; Nascimento, Celia Regina Rangel; http://lattes.cnpq.br/8991787572306530; Cavalcante, Lilia Ieda Chaves
    The interactions that are established in institutional care contexts are important for the development process of children in care. These interactions are crucial for the socialization of emotions to begin to be experienced by children. Therefore, professionals who work in institutional care play a relevant role, as agents of emotional socialization, promoters of development. In this sense, the objective of this research was to investigate the perceptions of caregivers and psychologists who work in childcare institutions about the process of emotional socialization of children in care. And to know, from the perspective of these professionals, the practices related to emotional socialization in these contexts. More specifically, we sought to investigate how social caregivers and psychologists from institutional care perceive and understand the process of emotional socialization, as well as describe their perceptions of the ways in which foster children express, understand and experience their own emotions. Furthermore, identify the main events and interactive contexts related to the emotional expressions of children in care; practices related to emotional socialization processes and the perspective of these professionals on their role as agents in the emotional socialization process of children in care. This study is an exploratory research, composed of a sample of 22 participants, 17 social caregivers and 5 psychologists, both professionals who work in childcare institutions for at least two months, whose shelters are located in the Southwest Serrana region of Espírito Santo. As an instrument for analyzing data collection, the following instruments were used: a) Identification form and professional information; and b) Semi-structured interview guide. The instruments enabled the evaluation of the data collected, both in the identification form and in the individual interviews of professionals, based on the content analysis method, a qualitative analytical method, developed through a process that involved three phases of analysis. This research is based on the theoretical-methodological perspective of the Network of Meanings, which guided the construction of the methodological design of this study, which focused on social interactions in their complexity, that is, taking interactive processes in reception contexts as the unit of analysis. institutional. The results obtained identified three practices developed by professionals to deal with the affective emotions of those receiving care: 1) Supportive practices; 2) Distal Practices and 3) Non-supportive Practices. Among the supportive practices carried out by social caregivers, strategies such as “Talk/Ask” and “Establish Physical Contact” were highlighted; with regard to distal practices, “Distract” and “Take a Break” were identified; As for non-supportive practices, strategies such as “Ignore” and “Invalidate” were recorded. Regarding the supporting practices developed by psychologists, he identified “Attending” and “Technique Used”; as distal practices, strategies related to “Giving a Time” and; as unsupportive “Redirect” practices. In general, psychologists indicated that they understood themselves in the role of emotional socialization agent, on the other hand, social caregivers had difficulty recognizing themselves in the role of socializing agent. Therefore, this research is expected to contribute to the strengthening of public policies, as well as the production of knowledge that can help promote an institutional practice that effectively expands the protection and care of children in foster care. It is also expected to contribute to intervention programs that aim to work on the affective aspects of children, providing tools to professionals who work in institutional care services in their practices.