Saber genealógico de niños y niñas entre 6 y 7 años

by Tenorio, María Cristina

Abstract (Summary)
This thesis attempts to show that childrens understanding of genealogy could become a new object of study in a transdisciplinary cultural psychology. Thus, we propose an exploration of the way children acquire knowledge of kinship, that is to say the way children discover their place in their family and their relationship with other relatives. The family is the first group of which children become members and provides the foundations for their identity. Understanding of kinship is structured by the prevailing system of family relations, but it is not a subject formally taught in school. Every child, therefore, must grasp the principles through its own experience. This is why it is of interest to study how children build their understanding. This thesis is the result of research carried out with 30 girls and boys of school age (between 6 and 7 years old), of the middle and lower middle classes, in Cali, Colombia. Our point of departure was a transdisciplinary conception of genealogy: anthropology, sociology of the family, history of mentalities, cultural psychology and psychoanalysis converged. The research project was carried out following a constructionist paradigm that puts understanding in first place, and an ideographical clinical strategy guided by psychoanalysis. The tools we designed for this research allow us to explore schoolchildrens understanding of kinship and to chart it graphically in order to allow them to find out what they ignore or confound. We put into practice a qualitative strategy of systematization, with categories, indicators and descriptors for each dimension and instruments of systematization: grids for evaluating understanding of genealogy and for evaluating family context which can be employed in future research projects and as means of diagnosis in further interventions. All this is complemented with a graph analysis of the data. During the research: a) We identified six dimensions as basic components of genealogical understanding: relatives, lineage, generations, kinship, surnames, family memory. b) We determined for each of the 30 children the different degrees of understanding and apropriation of the symbolic kinship system. In each of the 30 cases we explored the relation between the family context (parental functions and practices of genealogical inscription) and the characteristics of the understanding of genealogy shown by the children. c) We divided the family context of the children into four dimensions: paternal functions, maternal functions, parental or family authority, genealogical position of the child in its family. We consider the following results to be relevant: 1) Understanding of genealogy, as it involves both affective and logical aspects, is not correlated to age: children of the same age may have very different kinds of understanding. 2) There is a strong correlation betweeen interest in learning in school and interest in genealogical understanding, and also between lack of interest in learning in school apathy, lack of motivation, lack of commitment to school obligations and a poor understanding of genealogy. 3) There is an intimate relation between a family context in which the parents do not adequately assume their parental duties and their place as adult models and a low (deficient or insufficient) level of genealogical understanding on the part of the children reared in these families. On the contrary, the children reared in a family context in which the parents do assume their functions as models possess a wider and deeper understanding of genealogy of a symbolic nature (advanced or very advanced). 4) The possibility for the child to produce an understanding of the symbolic nature of the genealogy of its family and its place within it depends on the attitude of its parents to allow and promote an investigative spirit in their child.
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Bibliographical Information:

Advisor:Perinat, Adolfo

School:Universitat Autónoma de Barcelona

School Location:Spain

Source Type:Master's Thesis

Keywords:425 departament de psicologia l educacio


Date of Publication:11/09/2004

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