Representações sociais de psicólogos sobre o desenvolvimento de crianças educadas em famílias homoparentais

Abstract

This study aims to understand the social representations of psychologists on the development of children educated in homoparental families. At the methodological level, an open-ended questionnaire was proposed to 17 volunteer psychologists. The responses were organized into thematic categories related to representations of children of homoparental families, their developments and the role of the psychologist in this context. Among the results found we perceive representations of development as a process throughout life, permeated by physical, social and emotional factors. On the aspects necessary for development we find affectivity as a central element. The family was represented as central to the development of the child being responsible for care and for social and moral teachings. The implications for the development of the child were associated with the possible prejudice that the child will suffer from being educated in a non-traditional family model. However, with the necessary conditions for educating a child preserved, being a homoparental couple for most of the questioned psychologists does not interfere with development. The psychologist appears as the professional who must act to receive, guide and socially intervene in families in the face of this type of prejudice.