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Abstract(s)
Face às mutações da sociedade, é fundamental trabalhar a resiliência dos jovens, nomeadamente no contexto escolar, uma vez que é o ambiente propício para a sua promoção.
O modelo de família, tal como o conhecíamos, alterou substancialmente. Por sua vez, os modelos educacionais também se transformaram: do autoritarismo passou-se para o regime da permissividade. Os pais, ao não terem tempo para os filhos, e numa tentativa de os compensar, acabam por dizer que sim a tudo. Este modelo não incrementa a relação fraternal, não favorece o vínculo afetivo, que por sua vez é um dos fatores de proteção decisivos face ao risco e ao stress. Não existindo vínculos, não existindo laços fraternos, não existindo relações, os jovens perdem a capacidade de resistir.
Importa, neste contexto, que os jovens encontrem um sentido para a vida. O docente, enquanto pessoa significante, desempenha um papel preponderante nesta capacitação, de forma a que os jovens cresçam em liberdade, responsabilidade e autonomia, em prol de uma vida digna.
Due to changes in society, it is vital to work on the resilience of young people, namely in the school context, since it is the appropriate environment to its promotion. The family model, as we know it, had change substantially. In turn, educational models had also be transformed: the authoritarianism became a permissiveness regime. The lack of time that parents spend with their children, make them say yes to everything, as a form of compensation. This model does not increase the fraternal relationship, it does not favour the affective bond, which in turn is one of the decisive protection factors against risk and stress. Without bonds, fraternal ties or relationships, young people lose their ability to resist. In this context, it is important for young people to find a meaning for life. The teacher, as a significant person, plays a preponderant role in this training, helping young people to grow in freedom, responsibility and autonomy for a dignified life.
Due to changes in society, it is vital to work on the resilience of young people, namely in the school context, since it is the appropriate environment to its promotion. The family model, as we know it, had change substantially. In turn, educational models had also be transformed: the authoritarianism became a permissiveness regime. The lack of time that parents spend with their children, make them say yes to everything, as a form of compensation. This model does not increase the fraternal relationship, it does not favour the affective bond, which in turn is one of the decisive protection factors against risk and stress. Without bonds, fraternal ties or relationships, young people lose their ability to resist. In this context, it is important for young people to find a meaning for life. The teacher, as a significant person, plays a preponderant role in this training, helping young people to grow in freedom, responsibility and autonomy for a dignified life.
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Keywords
Resiliência Frustração Adversidade Educação Dignidade Vida