Nursing professionals have themselves held liable for the "art" of take care of the users and are the ones who dedicate the major part of their time to them. The aim of this study is to understand the relationship between the nursing assistant and the user expressed by the social representations of the touch act by these professionals in the Family Health Program context. The qualitative-quantitative research involved 25 nursing assistants. The instruments utilized were: free word association, interview, and questionnaire. It was observed that the touch represents possibilities of approximation between the professional and the user as it helps in the user's cure and humanizes the relationship.
Neste estudo, objetivou-se investigar as concepções de educadoras de creches públicas e particulares sobre desenvolvimento infantil. Desse modo, aplicou-se uma entrevista semiestruturada a 24 educadoras. Os dados foram analisados a partir da técnica de análise de conteúdo categorial temática. De modo geral, verificou-se que, em relação às concepções sobre desenvolvimento infantil, predominou, nos dois grupos de educadoras, a subcategoria Desenvolvimento por estágios. Essas educadoras destacaram o Ambiente sociofamiliar desestruturado e o Despreparo do educador como sendo os principais aspectos desfavoráveis à promoção do desenvolvimento infantil e caracterizaram o desenvolvimento das crianças, quando inseridas narotina da creche, como sendo positivo. Almeja-se, com este estudo, oferecer subsídios para o planejamento de intervenções com vistas a promover o desenvolvimento infantil.
This article aims to analyze educator-child interactions in public and private day care centers. It is a qualitative study, involving 24 educators and 95 children aged between 24 and 30 months. The educator-child interactions were systematically observed and filmed in polyadic contexts of reading/presenting children's stories. For the transcription of these observations and the survey the frequency of interactional categories were used in the first case, the operating rules of Codes for the Human Analysis of Transcripts (CHAT) and in the second case, the Computerized Language Analysis (CLAN), both components of the computer program Child Language Data Exchange System (CHILDES). Thus, on the communicative Styles of educators, the use of the Requisitions in the two groups of educators prevailed, especially the General Response Requisitions and the Specific Response Requisitions. The Assertive and the Directives of attention among the educators of the public day-care centers and of the private daycare centers were also highlighted, and the Directives of attention were more frequent in the private day-care centers. With regard to the analysis of children's communicative behaviors, verbal language predominated in both groups of children. Thus, this research aims at subsidizing the practice of the day care educator in the context of interactions with the child.
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