RESUMO -A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.Palavras-Chave: eficácia coletiva, professores, revisão sistemática Characterization of studies on collective teacher efficacy from a Social Cognitive Theory perspectiveABSTRACT -Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.

ResumoO objetivo deste trabalho foi investigar os sentimentos e percepções dos pais em relação ao envolvimento na tarefa escolar dos filhos. Foi utilizada pesquisa qualitativa, com ênfase na utilização do grupo focal. Participaram do estudo 12 responsáveis de adolescentes que cursavam o 7º, 8º e 9º anos do Ensino Fundamental de uma escola privada. Os dados foram analisados através da análise de conteúdo. Os resultados indicaram que os pais veem a tarefa escolar como elemento constituinte da dinâmica das atividades escolares, a despeito dos sentimentos negativos que permeiam seu envolvimento na referida tarefa. Palavras-chave:Pais-escola; lição de casa; percepção. Parental involvement in homework AbstractIn this work we investigate the feelings and perceptions of the parents towards their involvement in the homework of their children. A qualitative research was made with emphasis on the use of the focal group. The study had 12 participants : people responsible for teenagers who were in the 7th, 8th and 9th grade of the basic education from a private school. The data were analyzed by content analysis. The results indicated that the parents see the homework as an element which belongs to the dynamics of school activities, despite the negative feelings that permeate their involvement in the mentioned schoolwork.Keywords: Parents; homework; perception. Envolvimiento parental en la tarea escolar ResumenEl objetivo de este estudio fue investigar los sentimientos y percepciones de los padres en relación al envolvimiento en la tarea escolar de los hijos. Se utilizó investigación cualitativa, con énfasis en la utilización del grupo focal. Participaron del estudio 12 responsables de adolescentes que cursaban el 7º, 8º y 9º años de la Enseñanza Fundamental de una escuela privada. Los datos fueron analizados por intermedio del análisis de contenido. Los resultados indicaron que los padres ven la tarea escolar como elemento constituyente de la dinámica de las actividades escolares,

Following publication of the original article (Matos et al., 2021), the affiliation detail for the authors was incorrectly given as 'Endereço Institucional, Rua Augusto Corrêa, S/N., Belém-Pará 66,075-110, Brazil' but should have been 'Universidade Federal do Pará (UFPA), Pará, Brazil'. The author affiliation has been updated in this correction article and the original article (Matos et al., 2021) has been corrected.

Family resilience is a complex, multi-determined behavior caused by the inseparable action of risk and protection factors. The purpose of this paper is to associate aspects of family resilience with multiple dimensions of poverty through a quantitative, descriptive, correlative, exploratory study with a sample of 448 low-income families in thirteen Social Assistance Reference Centers in Belém, Pará. The instruments used in the study were the Family Resilience Profile Questionnaire, the Social and Demographic Inventory, and the Family Poverty Rate. The results state that the families are not living in extreme poverty; however, they still face adversities due to the poverty. A significant presence of women, where 90.6% of the participants were mothers living in a single-parent family, attests that women are still the part of the population most affected by poverty. Furthermore, the results showed that the higher the poverty level, the lower the family resilience, and aspects such as work, knowledge and human development, especially child development, are aspects that enhance family resources to face adversities.