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O contexto escolar em crianças com síndrome nefrótico e com doença celíaca: percepções dos professores em áreas específicas

Salomé Vieira Santos

Faculdade de Psicologia e de Ciências da Educação, Universidade Nova de Lisboa

 

Resumo: No âmbito de um estudo mais vasto dirigido para o impacto do Síndrome Nefrótico e da Doença Celíaca na infância, pretende-se avaliar as percepções dos professores face às crianças em áreas específicas do contexto escolar. Para tal utilizam-se dois questionários: o primeiro, construído para o efeito, contempla conteúdos como a adaptação da criança à escola, a reacção dos professores perante a doença, e a eventual interferência desta, quer na relação dos colegas e dos professores com a criança, quer no próprio rendimento escolar; o segundo visa o comportamento da criança na escola. Participam no estudo inicial 81 indivíduos, com idades compreendidas entre os 6 e os 10 anos, distribuídos por três grupos: G1 – Síndrome Nefrótico, G2 – Doença Celíaca, G3 – Grupo de Controlo, sendo cada grupo constituído por 27 crianças. Contudo, nos grupos com doença o número de crianças relativamente às quais se vem a obter informação via professores é mais reduzido: G1 – n=21; G2 – n=18. Os resultados denotam que os grupos com doença se diferenciam significativamente em alguns dos conteúdos avaliados, nomeadamente no que diz respeito à adaptação à escola e à integração na classe/turma, à interferência da doença no rendimento escolar, e mesmo em aspectos da relação do professor com a criança. As características distintas das duas doenças, designadamente em termos de gravidade e de exigências associadas ao seu controlo, poderão contribuir para as percepções diferenciais dos professores nas áreas mencionadas.

Palavras chave: Psicologia pediátrica, Síndrome nefrótico, Doença celíaca, Crianças, Professores.

 

 

School context in children with nephrotic syndrome and celiac disease: teachers perceptions in specific areas

]]> Abstract: This study is part of a larger one that addresses the impact of Nephrotic Syndrome and Celiac Disease in infancy. The author aims to assess the perceptions of teachers towards children in specific areas of school context. Two questionnaires were used. One, constructed to respond to this particular aim, integrates contents such as child school adaptation, reaction of the teachers to the disease, and probable interference of the disease either in peers and teachers relationship with the child, and in school performance. The second questionnaire addresses the child behavior at school. The sample of the original study was composed by three groups, each one with 27 children (6 to 10 years old): G1 – Nephrotic Syndrome, G2 – Celiac Disease, G3 – Control Group. However, in the present study the number of children with disease about whom it was possible to obtain teachers’ information is smaller: G1 – n=21, G2 – n=18. The results show that groups with disease are significantly different in some of the contents evaluated, namely school adaptation and integration in class, interference of disease on school performance, and in some aspects of the teacher relationship with the child. The distinct characteristics of the two diseases, namely severity and control demands, may contribute to the different perceptions of teachers in the referred areas.

Key words: Pediatric psychology, Nephrotic syndrome, Celiac disease, Children, Teachers.

 

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Full text only available in PDF format.

 

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