<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000100123</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.44617</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Família, dificuldades no aprendizado e problemas de comportamento em escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Family, learning disabilities and behavior problems in schoolchildren]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marturano]]></surname>
<given-names><![CDATA[Edna Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elias]]></surname>
<given-names><![CDATA[Luciana Carla dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Medicina de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>59</numero>
<fpage>123</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos anos escolares, fam&#237;lia e escola s&#227;o contextos em que se engendram mecanismos de risco e prote&#231;&#227;o para trajet&#243;rias favor&#225;veis ou n&#227;o de desenvolvimento das crian&#231;as. Dificuldades adaptativas precoces, expressas em altos n&#237;veis de problemas emocionais e/ou comportamentais, t&#234;m sido associadas a trajet&#243;rias desfavor&#225;veis. O presente estudo objetivou testar um modelo de predi&#231;&#227;o de problemas de comportamento em escolares, tendo como preditores vari&#225;veis de apoio ao desenvolvimento e adversidade no contexto familiar, bem como a presen&#231;a da queixa escolar, sinalizando adversidade no contexto escolar. Participaram 60 crian&#231;as, de 7 a 11 anos, e suas m&#227;es, recrutadas em escola p&#250;blica de Ensino Fundamental e em cl&#237;nica-escola de psicologia. Os instrumentos utilizados foram Matrizes Progressivas Coloridas de Raven, Invent&#225;rio de Comportamento da Inf&#226;ncia e Adolesc&#234;ncia (CBCL), Invent&#225;rio de Recursos do Ambiente Familiar (RAF), subescala Vida Familiar, da Escala de Eventos Adversos (EEA). A coleta ocorreu na cl&#237;nica e na escola. Os dados foram analisados por meio de regress&#227;o linear m&#250;ltipla, verificando-se o poder explicativo das vari&#225;veis ambientais sobre os desfechos comportamentais. Os resultados apontaram a adversidade escolar como principal preditor de problemas de aten&#231;&#227;o, problemas sociais e comportamento agressivo. A adversidade familiar foi associada a problemas internalizantes e externalizantes. Duas modalidades de apoio familiar (rotina regular no dia a dia e atividades de lazer no tempo livre) parecem implicadas na atenua&#231;&#227;o dos problemas de comportamento. Destaca-se que esses s&#227;o recursos pass&#237;veis de interven&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract During the school years, family and school are contexts in which risk and protection mechanisms for favorable or unfavorable trajectories regarding the development of children are engendered. Early adaptive disabilities, expressed in high levels of emotional and/or behavior problems, have been associated with unfavorable trajectories. The present study aimed to test a prediction model of behavior problems in schoolchildren, having as variable support predictors to the development and adversity in family contexts, as well as the existence of school complaints, indicating adversity in the school context. Sixty children aged 7 to 11 years and their mothers participated in this study and they were recruited in a public elementary school and in a university clinic of psychology. The instruments used in this study were: Raven's Coloured Progressive Matrices - Special Scale, Child Behavior Checklist (CBCL), Family Environment Resources Inventory (Recursos do Ambiente Familiar - RAF), Family Life subscale from the Adverse Events Scale (Escala de Eventos Adversos - EEA). Data collection took place at the clinic and school. The data were analyzed by means of multiple linear regression, verifying the power of prediction of behavioral outcomes considering the environment variables. The results indicated school adversity as the main predictor of attention problems, social problems and aggressive behavior. Family adversity was associated with internalizing and externalizing behaviors. Two modalities of family support (daily regular routine and leisure activities in free time) seemed to prevent behavior problems. These are home resources amenable to intervention.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[problemas de comportamento]]></kwd>
<kwd lng="pt"><![CDATA[dificuldades no aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[suporte familiar.]]></kwd>
<kwd lng="en"><![CDATA[behavior problems]]></kwd>
<kwd lng="en"><![CDATA[learning disabilities]]></kwd>
<kwd lng="en"><![CDATA[family support.]]></kwd>
</kwd-group>
</article-meta>
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