A noção de morte e luto em crianças do ensino fundamental: um estudo à luz da epistemologia genética
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Data
2023-03-30
Autores
Disner, Gabriela da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo se apoia na Epistemologia Genética proposta por Jean Piaget, com destaque para a área de construção do conhecimento social em relação à morte, além de contar com aporte teórico sobre a morte e o luto, necessário para o acolhimento dos sujeitos participantes. A pesquisa teve como objetivo compreender as ideias que crianças possuem sobre a morte, bem como analisar como professores e familiares se relacionam com questões envolvendo o luto, a morte e a infância. Pensando no período de pandemia da COVID-19, que culminou em vivências coletivas de luto a nível mundial, e considerando a construção do conhecimento social um processo importante para o desenvolvimento humano, justifica-se a relevância de um estudo de caso que verifique como se dá a construção desse conhecimento em crianças que viveram essa experiência. Os participantes foram quatro alunos do segundo ano do ensino fundamental, indicados pelas professoras e equipe gestora como impactados pela morte de um colega e que também vivenciaram perdas decorrentes da pandemia, três professoras e quatro adultos responsáveis pelas crianças indicadas. Foram aplicadas entrevistas estruturadas às professoras e responsáveis com a finalidade de compreender o que eles pensam acerca do tema luto e morte ser acolhido no cenário escolar. Às crianças, foi aplicado um modelo de entrevista pautado no Método Clínico Crítico para compreender as noções e ideias acerca da morte e do luto. A partir da entrevista com os professores e pais, foi possível observar e pontuar as principais dificuldades da inserção do tema “morte e luto” no cenário escolar, bem como a atuação dos professores no acolhimento nesse contexto, como os pais enxergam essa vivência e como acolhem as crianças no cenário familiar. Em relação à análise das entrevistas das crianças, foi possível observar suas noções sobre a morte e o luto, e também classificá-los nos níveis I e II, conforme suas respostas. Com esse estudo, colaboramos apresentando as noções dessas crianças acerca da temática e sugerimos uma lista de materiais que possam auxiliar educadores em intervenções de acolhimento do luto na escola.
The present study is supported by Jean Piaget’s Genetic Epistemology, specifically the area of social knowledge development concerning death, as well as theory on death and grief which is necessary to the support of the subjects participating in this research. The aim was to verify the notion of the knowledge of death in children of the second year of elementary school that went through the pandemic, and that lost a classmate in an accident upon returning to classes at school. Since the COVID-19 pandemic culminated in collective experiences of grief worldwide and considering the social knowledge development as an important process to human development, a study that verifies how children who lived this experience built this knowledge makes itself relevant and justifiable. The subjects were four children of elementary school, pointed out by teachers and school management as most affected by the loss of a classmate and that also experienced losses caused by the pandemic. Three teachers and four guardians of these children were also subjects of this study. Structured interviews were applied to the adults with the aim to comprehend what they thought about the topic of death and grief being approached in the school scenario. A model of interview based on the Critical Clinical Method was applied to the children with the aim to comprehend their notions and ideas of death and of grief. From the interviews of teachers and parents, it was possible to point out the main difficulties of the insertion of the topic “death and grief” in the school scenario, as well as the role of teachers in the support regarding it. It was also possible to observe how parents see this experience and how the family offers support to this. Regarding the data collected from the children, it was possible to perceive their notions on death and grief, and also classify them in levels I and II, according to their answers. With this study, we collaborate by presenting the children’s notions of these topics and by providing a list of material to support educators on interventions concerning grief support at school.
The present study is supported by Jean Piaget’s Genetic Epistemology, specifically the area of social knowledge development concerning death, as well as theory on death and grief which is necessary to the support of the subjects participating in this research. The aim was to verify the notion of the knowledge of death in children of the second year of elementary school that went through the pandemic, and that lost a classmate in an accident upon returning to classes at school. Since the COVID-19 pandemic culminated in collective experiences of grief worldwide and considering the social knowledge development as an important process to human development, a study that verifies how children who lived this experience built this knowledge makes itself relevant and justifiable. The subjects were four children of elementary school, pointed out by teachers and school management as most affected by the loss of a classmate and that also experienced losses caused by the pandemic. Three teachers and four guardians of these children were also subjects of this study. Structured interviews were applied to the adults with the aim to comprehend what they thought about the topic of death and grief being approached in the school scenario. A model of interview based on the Critical Clinical Method was applied to the children with the aim to comprehend their notions and ideas of death and of grief. From the interviews of teachers and parents, it was possible to point out the main difficulties of the insertion of the topic “death and grief” in the school scenario, as well as the role of teachers in the support regarding it. It was also possible to observe how parents see this experience and how the family offers support to this. Regarding the data collected from the children, it was possible to perceive their notions on death and grief, and also classify them in levels I and II, according to their answers. With this study, we collaborate by presenting the children’s notions of these topics and by providing a list of material to support educators on interventions concerning grief support at school.
Descrição
Palavras-chave
Noções de morte, Conhecimento social, Ensino fundamental, Criança, Luto, Notions of death, Social knowledge, Elementary school, Child, Grief
Como citar
DISNER, Gabriela da Silva. A noção de morte e luto em crianças do ensino fundamental: um estudo à luz da epistemologia genética. Universidade Estadual Paulista (Unesp), 2023.