**2. Method**

The study was conducted in the largest institution for the care of children zero to six years in poverty and social vulnerability in a city located in northern region of Brazil. Participants were 20 mothers and 20 grandmothers when they visited their children at the host institution. Semistructured interview was conducted with two questions in order to collect data on participants sociodemographic (age, education, occupation and marital status) informations, the age and sex of the child and the socialization goals and strategies designed to reach them. The interview brought the following questions: "What qualities do you want in your child or grandchild as an adult?" and "What do you think is necessary so that he can develop these qualities?".

Mothers and grandmothers answered the questions contained in the questionnaire individu‐ ally and their responses were audio recorded with their agreement. Then, answers were transcribed and subjected to content analysis according to defined categories from previous studies. As in the study of Bandeira, Seidl-de-Moura and Vieira (2009), the first question involved categories previously used by Harwood et al. (1999): self-improvement (AA) - longs for the child to become self-reliant and independent, and fully develop their talents and skills as an individual; Self-Control (AC) - expect a child to develop the ability to control negative impulses, such as greed, aggression or self-centeredness; Emotionality (iN) - you want the child to develop the capacity for emotional intimacy with others, and to be loved; Social Expectations (ES) - can become a hardworking, honest and law-abiding meeting with so expectations arising from the life of society; and Good Behavior (BC) - brings the concern that the child behaves appropriately, relate well with others, and is likely to play the roles expected with satisfaction (good father, good mother, good wife, good husband, among others), particularly when referring to living with the family.

The answers to the first question were also organized according to another system categories: 1) Maverick (understands the notion of the self as fundamentally distinct and unique, values independence, autonomy, self-esteem, happiness, and exercises self-control to become a better person; crave self-improvement and self-overcoming); 2) sociocentric (recognizes the con‐ struction of the self as dependent on its relationship with other beings; involves the notion of social interdependence; emphasizes the importance of respect between people, the social network, the membership in a given group or community). Thus, we considered responses that reinforce an individualistic perspective those that fall into the categories of self-improve‐ ment and self-control as the sociocentric when they could be enrolled in categories such as emotions, social expectations and good behavior.

The next moment, the answers to the second question were classified to reveal different possible strategies for action: Self-centered (CS), when mothers or grandparents saw them‐ selves as role models for their children and grandchildren or other positive references, calling themselves the task of disciplining, advising, teaching by demonstration or participation; Centric Context ( CC ), which relates to good social opportunities that can put a child in the way they live, access to quality education, among others; and the Child centered (CCr), which highlights the child's active participation in the development of certain qualities or a personal predisposition for having a sense of autonomy that leads to decide what to do and which way to walk.

Further, we calculated the total number of responses given to the first question for each participant, and the percentage for each category considered for analysis. Regarding the second question, the procedure adopted included the analysis of qualitative data, identifying possible strategies for action and the percentage of them in relation to the participants. In addition, the data were statistically treated sociodemographic data of mother and grandpar‐ ents, in order to build an overall profile of the participants.

The project was submitted to the Ethics Committee for Human Research of the Center for Tropical Medicine, Federal University of Pará, and was approved under the protocol Nº. 146/11.
