Influencia de la etnoeducación en el proceso de alfabetización que realizó la Fundación Transformemos en San Basilio de Palenque entre 2011 y 2013.

El tema de este trabajo es la influencia del proceso de alfabetización de la Fundación para el Desarrollo Social Transformemos en San Basilio de Palenque. El tema fue elegido porque hoy en día existe un interés en la revitalización y el progreso de las comunidades étnicas presentes en Colombia. Estas comunidades se gestaron en medio de una lucha en pro del reconocimiento de sus valores ancestrales y su autonomía, se han dado varios procesos históricos, sociales y políticos que los han acompañado. Hablando específicamente del caso colombiano, existe un giro en la Constitución de 1991 con respecto a las comunidades étnicas. Si bien teorías como el etnodesarrollo y la interculturalidad nacen casi dos décadas atrás de la redacción de la Constitución del 91, el reconocimiento jurídico que esta otorga por primera vez a algunas comunidades étnicas ha significado muchos cambios a la hora de aproximarse a ellas.

Exclusão étnica, julgamento moral e emoções morais : estudo em adolescentes

Os pressupostos defendidos na declaração de Salamanca sobre a Educação Inclusiva não são fáceis de concretizar pois as pessoas, por causa de diferenças de sexo, etnia, aparência, etc, têm frequentemente condutas diferenciais. Um dos critérios sociais que mais provoca exclusão social são as diferenças étnicas, um fenómeno mais estudado pela psicologia social. Porém, a atitude de exclusão social pode estar relacionada com a competência moral dos indivíduos, uma relação que foi analisada neste estudo. Para isso recorremos ao suporte da psicologia moral que valoriza o papel das emoções na compreensão das condutas sociais, bem exemplificada nos estudos do vitimizador feliz (e.g., Arsenio & Kramer, 1992; Lourenço, 1998). Nas perspectivas mais recentes da psicologia moral tem sido atribuída grande ênfase à necessidade de analisar cognições e emoções nas condutas morais (e.g., Malti & Latzko, 2010; Turiel & Killen, 2010). Apoiados no estudo de Malti, Killen & Gasser (2012) sobre a exclusão social analisámos os julgamentos e as emoções morais de adolescentes em três contextos, etnia africana, etnia cigana e género, numa amostra de 45 adolescentes, com idades entre os 13 e os 19 anos, através da aplicação de uma versão traduzida da Survey Instrument for Measuring Judgments about Emotions about Exclusion (Malti, Killen & Gasser, 2009). Os jovens avaliaram a exclusão étnica como mais incorreta que a exclusão por género mas não foram encontradas diferenças nos juízos e emoções expressas pelos portugueses e estrangeiros. As emoções de culpa, tristeza, vergonha, atribuídas ao excludente confirmam a avaliação negativa da atitude de exclusão. Porém, a emoção normal que revela indiferença expressa que alguns jovens avaliaram positivamente a exclusão. A intensidade emocional intermédia das emoções atribuídas mostra inconsistência com o juízo moral. Relativamente ao excluído existe consenso pois as emoções de tristeza e raiva foram as mais atribuídas. As justificações dos juízos e emoções atribuídos são de tipo diverso, ou seja, argumentos morais de justiça e igualdade, argumentos de inclusão por empatia e argumentos convencionais relativos à coesão intragrupal. A atitude de exclusão não é estritamente moral pois também é vista em função de benefícios para o funcionamento do grupo. A relação complexa entre juízos, emoções e justificações requisita mais investigação de modo a percebermos melhor os processos psicológicos que induzem a conduta social.

Valorizar as diferenças na sala do 1º ciclo, abrir janelas de oportunidades para uma escola rica em aprendizagens e em humanidade

O presente relatório recapitula as diversas etapas de um trabalho de projeto de investigação-ação, no âmbito do Mestrado em Educação Especial - Domínio Cognitivo e Motor. Com ele pretendeu-se elaborar uma investigação-ação numa turma do 1º ciclo de escolaridade onde dois alunos sentiam grandes dificuldades de integração. A rejeição e a indiferença em que viviam provocavam, consequentemente, grandes dificuldades de aprendizagens académicas. O foco principal deste trabalho foi o desenvolvimento da interação dos alunos, promovendo a troca de saberes pela entreajuda. Daí resultaram os sucessos escolares esperados dos dois alunos visados a que se juntou a dinamização de todos os alunos da turma e dos restantes intervenientes educativos, professores, técnicos, encarregados de educação e comunidade escolar na construção efetiva de uma verdadeira escola inclusiva. Valorizaram-se as diferenças como património comum. Na fundamentação teórica deste projeto abordam-se a educação inclusiva e suas respetivas estratégias, a aprendizagem cooperativa, as dificuldades específicas de aprendizagem, a inter/multiculturalidade e o modelo pedagógico do Movimento da Escola Moderna como estrutura organizativa da intervenção. De seguida, é caracterizado o projeto e a situação inicial onde se interveio, referenciando o plano de ação implementado. As reflexões conclusivas evidenciam que trabalhar em cooperação permite progressos por parte de todos, tanto a nível das aprendizagens académicas como a nível da interação social.

Children's sociospatial (re)production of disability within primary school playgrounds

There is a contemporary shift in the institutional context of 'disabled' children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational 'inclusion' agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of (dis)ability in future society, there are few detailed explorations of how children's everyday sociospatial practices (re)produce or transform dominant representations of (dis)ability. With this in mind, children's contextual and shifting performances of (dis)ability in two case study school playground (recreational) spaces are explored. The findings demonstrate that children with mind-body differences are variously (dis)abled, in comparison with sociospatially shifting norms of ability, which have body, learning, and emotional-social facets. The discussion therefore places an emphasis on the need to incorporate 'intellectual' and 'emotional' differences more fully into geographical studies of disability and identity. The paper has wider resonance for transformative expectations placed on colocating children with a variety of 'axes of difference' (such as gender, 'race, ethnicity, and social class) in schools.

Uneven playing field or falling standards? Chinese students' competence in English.

This paper explores student and teacher perspectives of challenges relating to the levels of competence in English of Chinese students studying overseas from the perspective of critical pedagogy. It draws on two complementary studies undertaken by colleagues at the University of Reading. The first—a research seminar attended by representatives from a wide range of UK universities—presents the views of teachers and administrators; the second draws on four case studies of the language learning of Chinese postgraduate students during their first year of study in the UK, and offers the student voice. Interview and focus group data highlight the limitations of current tests of English used as part of the requirements for university admission. In particular, university teachers expressed uncertainty about whether the acceptance of levels of written English which fall far short of native-speaker competence is an ill-advised lowering of standards or a necessary and pragmatic response to the realities of an otherwise uneven playing field. In spite of this ambivalence, there is evidence of a growing willingness on the part of university teachers and support staff to find solutions to the language issues facing Chinese students, some of which require a more strategic institutional approach, while others rely on greater flexibility on the part of individuals. Although the studies reported in this paper were based on British universities, the findings will also be of interest to those involved in tertiary education in other English-speaking countries which are currently attracting large numbers of Chinese students.

Biała Góra: the forgotten colony in the Medieval Pomeranian-Prussian borderlands

Biała Góra 3 is a small settlement founded in the late twelfth or early thirteenth century AD in the disputed Christian borderlands of Northern Europe. The incorporation of Pomerania into the Polish state in the tenth century was followed by a process of colonisation across the lower Vistula valley, which then stalled before resuming in the thirteenth century under the Teutonic Order. Biała Góra 3 is unusual in falling between the two expansionist phases and provides detailed insight into the ethnicity and economy of this borderland community. Pottery and metalwork show strong links with both Pomeranian and German colonists, and caches of bricks and roof tiles indicate durable buildings of the kind associated with the monastic and military orders. Evidence for the presence of merchants suggests Biała Góra 3 was one of many outposts in the commercial network that shadowed the Crusades.

Medierepresentationer av etnicitetsochmigrationsrelaterade frågor inomäldreomsorgen i Sverige och Finland

Media representations of ethnicity- and migration-related issues within the elderly care in Sweden and Finland Research on welfare regimes and migration regimes has shown that Sweden and Finland have similar elderly care regimes but different migration regimes. It is against this backdrop that we set out to study what Swedish and Finnish daily press focusing on elderly care has written about ethnic minorities, migrants and migration. The study uses quantitative content analysis to analyze 241 daily newspaper articles published between 1995 and 2008. This article presents the themes that have been discussed, the elderly care actors that have been in focus (i.e. whether the focus has been on elderly care recipients, elderly care providers or informal caregivers), the ethnic backgrounds that these actors have had (i.e. whether the focus has been on the ethnic majority or on ethnic minorities) and the type of explanatory frameworks that the newspaper articles in focus have used. On the basis of this, we problematize the representations of ethnic minorities, migrants and migration that the newspaper articles in question put forth and the fact that the Swedish and Finnish daily press treats the issues at hand as if migration is mostly an issue that can be relegated to the periphery of the elderly care sectors’ agenda. 

Projekt Norrliden : Om småstadspressens etnifiering och genderisering av en förort

The Norrliden project. Genderisation and ethnification of a low status residential area in the local press Media often contributes to segregation by constructing low status residential areas as “different” from what is “normal” and “Swedish”. Research into media representations of these residential areas often focuses big city contexts. Furthermore, research tends to be preoccupied with the construction of ethnic differences, paying little attention to the relationship between construction processes of gender and ethnicity. This article is a critical analysis of how the local daily newspapers in a medium sized town, Kalmar, construct stereotypes of immigrants and gendered identities in the low status residential area Norrliden. Two newspapers were studied in search for articles related to the area, published during the year 2005. Despite the newspapers’ claim that they want to contribute to a more nuanced and less stereotyped image of the residential area the consequences of their work seem to be the opposite. The representation sof the area are coded with stereotypes suggesting that the area is unsafe and dangerous and that the people who live there are motivated by affect and emotions rather than by successful socialisation. These representations are also characterised by notions of ethnicity and gender, as well as class. Norrliden is described as an area in need of change and improvement, as an unfinished project dependent upon aid from the outside. A reading of the 2005 media representations of Norrliden exposes an example of “symbolic violence” in that texts and photographs repeatedly degrade the area and its inhabitants.

Emotioner och värdegrundsarbete : Om lärare, fostran och elever i en mångkulturell skola

This thesis explores aspects of teachers’ obligation to implement and discuss what are referred to in the Swedish national school curricula as “fundamental values” (“värdegrunden” in Swedish). The aim is to describe and analyze dilemmas in interpretations of and teachers’ work with these fundamental values. Four questions are related to this aim. The first addresses difficulties discussed in conversations between seven upper secondary teachers, during nine meetings over the course of one year. In these conversations the teachers reflected upon how to interpret the fundamental values in relation to their daily practice. The second question focuses on the considerable diversity of Swedish schools and examines the work of the teachers through a perspective of intersectionality. The third question concerns how Martha Nussbaum’s theory of emotions as judgments of value could be used for an understanding of the identified dilemmas. The fourth question focuses on ways in which the participating teachers’ discussions may contribute to a wider discussion about possible aims and circumstances of teachers’ work with the fundamental values. Chapter 2 introduces the theoretical framework of the study, Martha Nussbaum’s (2001) ethical thinking on emotions as judgments of value. She argues that emotions have four common cognitive components. They have (1) external objects, and are directed towards these objects. They are (2) intentional, reflecting a person’s particular point of view, his or her special way of beholding the object, and (3) consist of judgments, i.e. views of how things in the world are. According to Nussbaum’s Aristotelian ethics, emotions also (4) mirror the individual’s vision of what a good human life is like, and the vulnerability of it. The concept of eudaimonia, a fulfilled or flourishing life, is central. Chapter 3 focuses on ideas of ethnicity, and on the specific obligation mentioned in the curriculum of counteracting xenophobia and intolerance in a multicultural society. Chapter 4 discusses various aspects of the teachers’ thoughts on religiosity within Swedish society (often depicted as one of most secular in the world) and within the educational system that is non-denominational. Chapter 5 draws attention to different ways in which the teachers view and teach pupils about sexual orientation. Chapter 6 presents conclusions on potential advantages of and challenges involved in Nussbaum’s Aristotelian theory of emotions, when applied to teachers’ views of and practical work with the fundamental values described in the curriculum. One advantage is that emotions may be intellectually scrutinized and morally assessed, on grounds that are known beforehand and discussed in a democratic process. The non-productive division between emotions, on the one hand, and intellectual and moral capabilities, on the other, is transcended by Nussbaum’s theory. An important challenge is to reflect upon when to discuss the cognitive content of pupils’ emotions, and when it is appropriate to state what is right or wrong, and try to influence pupils accordingly. Keywords: Emotions, vulnerability, values education, religious education, teaching, Martha Nussbaum, ethnicity, religion, sexual orientation.

Edgar Rice Burroughs' Martian Novels as an Early Paradigm of Racial Toleration

The Martian novels of Edgar Rice Burroughs (ERB) provide an early paradigm of racial toleration by displacing the heterogeneous race conflicts of the U. S. to an interplanetary location. There, the protagonist John Carter, representing Burroughs himself, introduces a level of racial acceptance and integration almost unheard of on the Earth of that era (the early twentieth century).

Prevalência da infecção por Chlamydia Trachomatis em mulheres atendidas no Programa de rastreamento do câncer de colo do útero

Genital infection with Chlamydia trachomatis is now recognized as one of the most prevalent sexually transmitted infections (STDs). Despite major advances in laboratory diagnosis techniques, primarily the character of asymptomatic chlamydial infection in both men and in women constitutes the basis for the formation of reservoirs that perpetuate transmission and acquisition of this and other STDs. The asymptomatic in women favors the rise of infection to the upper genital tract, causing injuries that can result in infertility. An examination of population screening for early detection and treatment of asymptomatic infections is the key step in combating this major public health problem. The present study aimed to evaluate the prevalence of infection by C. trachomatis in sexually active women attended the screening program for cervical cancer of the uterus in health facilities in municipalities in different regions of the State of Rio Grande do Norte, and identify factors that may contribute to the spread of this pathogen and its relationship with the lesions of the uterine cervix. It is a cross-sectional study aimed at detecting the presence of genital tract infection by C. trachomatis either in isolated form or in association with human papilloma virus (HPV) infection in asymptomatic women. Were included in this study, a total sample of 1,134 women aged 13-76, mean 34.4 years, from March 2008 to September 2012. Specimens containing exfoliated cells of the epithelium of the uterine cervix were analyzed by examining Pap cytology for the detection of possible injuries, and the polymerase chain reaction (PCR) for detection of plasmid DNA from C. trachomatis and HPV. Infection with C. trachomatis was detected with overall prevalence rate of 8.1% in the isolated form and 2.8% in co-infection with HPV. The infection was detected in 7.4% of women with normal cytology 11.5% of those with atypical cells of undetermined significance (ASC-US) and 16.7% of those with low-grade squamous intraepithelial lesion (LSIL). We observed an association between C. trachomatis and incidence of low-grade squamous intraepithelial lesion (LSIL). The genital tract infection by C. trachomatis alone was associated with education level, ethnicity and parity, revealing that women with higher education, those of non-white ethnicity and those who had three or more pregnancies were more likely to acquire infection. Levels very close to statistical significance were observed for chronological age, age at first sexual intercourse and first pregnancy. There was no association with marital status, number of sexual partners. Co-infection with C. trachomatis and HPV was detected in 2.3% of women with normal cytology, who had 5.1% in ASC-US and 10.4% in those with LSIL. No association was found between infection C. trachomatis and increased risk of HPV infection, but women with simultaneous infection by both pathogens showed greater risk for LSIL. Co-infection was more prevalent among single women, who had in the first sexual intercourse under 18 years and those who had two or more sexual partners over a lifetime

Fatores que influenciam a cooperação em humanos

Human cooperation is fundamentally affected by reciprocal exchange, but it is also remarkably common on the context of large and symbolically marked in-groups, which promote cooperation through the feeling of belonging to a group. In this thesis, two empirical articles were produced in order to investigate how human cooperation is affected by factors such as reciprocity, in-group behavior, in-group markers and gender. We investigated this subject through the administration of online games consisting of token donations, on which the subjects faced virtual players controlled by the experiment. We found that cooperative behavior is strongly influenced by reciprocity, and it is also affected by the in-group behavior, observed on the context of the social variables place of birth, ethnicity, and religions, once all of them acted as in-group markers. The subjects´ in-group behavior was enhanced when they played with generous in-group opponents, but weakened when their in-group opponents were non-generous. It was also found that cooperation is not affected by gender, but men and women cooperated in different ways under the influence of reciprocity and in-group behavior. Women are much more reciprocal on their cooperative behavior and men are less willing to cooperate with outgroupers, even when they act generously. The overall results contribute to a better understanding of the adaptive value of cooperation, reciprocity and in-group behavior on the solution of important challenges through the human evolutionary history

Violência doméstica contra adolescentes: o olhar dos educadores sociais

Domestic violence as a specific expression of violence against adolescents, is historically constructed from phenomenon of power relations that permeate the gender, ethnicity and social class, requiring differentiated attention. Sorting in A mass grave of what is understood by a child and teenager under the doctrines of the law of the minor and of irregular situation resulted, in General, in the preparation for the teenage audience, of policies and actions, fragile and inefficient with regard to domestic violence. Despite the status of children and adolescents clearly define what is meant by child and teenager, break with the menoristas doctrines and embrace the doctrine of integral protection, even if there is little guidance for the public actions and policies geared to the theme. Such deficiency contributes to characterize the current practice of social educators about domestic violence, marked by the absence of specific training; by inadequate working conditions; lack of preparation of the network of care. Thus, with the objective to start the discussion regarding the elements that make up the practice focused on this issue, the present study proposes to problematizing the design held by social educators working in public Social assistance of the city of Natal/RN, regarding the issue of domestic violence against adolescents, by paying attention to such things as their vocational integration, their training and their working conditions. Adopts norteadoras references as having its roots in the Pedagogia Problematizadora, Paulo Freire, and socio-historical perspective. The methodological procedure of nature quali-quantitative was lifting censitário and psychosocial characterization of educators together to State and local Departments of assistance; the application of questionnaire to educators, composed of open and closed issues; and observation and field journaling activities of their work. Of network professionals, 111 64 replied to the questionnaire, which represents more than 50% of the total. Psychosocial characterization exposes data as the predominance of low family income and female professionals; the note identified that do not have a professional technical parameter, and the activities carried out in accordance with the representations of each professional the respect of labour, problematic and adolescents involved, revealing an individual perspective of action. And a preliminary analysis of responses to the questionnaire pointed out that such professionals are subjected to precarious working conditions, as well as one realizes a relative ignorance about the network of care for adolescents at risk and ACE, all this resulting in restricted marginalizantes conceptions, and misleading information regarding domestic violence against teenagers.

Fatty acid composition of mid-trimester amniotic fluid in women of different ethnicities

Objective: To determine whether the fatty acid composition of mid-trimester amniotic fluid differs by ethnicity and pregnancy outcome. Methods: Fatty acid composition was analyzed by gas chromatography in 198 women undergoing amniocentesis at 15-19 weeks gestation. Cytokine levels were determined by ELISA in a subgroup of 52 subjects. Results: The major fatty acids detected were palmitic acid (31.8%) and stearic acid (31.5%). The n-6 polyunsaturated fatty acids (PUFA), linoleic acid (LA, 18: 2) and arachidonic acid (AA, 20: 4), were 11.3%, while the n-3 PUFA fatty acids, alpha linolenic acid (ALA, 18: 3) and docosahexaenoic acid (DHA, 22: 6), were 3.8% of the total. Palmitic acid was a higher percentage in Asians (40.5%) and Whites (34.5%) than in Blacks (22.2%) and Hispanics (23.7%) (p <= 0.0012). Oleic acid (18:1 n-9) was a higher percentage in Blacks (12.2%) and Hispanics (12.1%) than in Whites (9.2%) or Asians (7.5%) (<= 0.0002). LA and AA were higher in Blacks (9.0%, 5.4%) and Hispanics (8.6%, 4.1%) than in Whites (6.1%, 3.7%) and Asians (5.5%, 2.9%) (p <= 0.0002). DHA did not differ among the ethnic groups or according to pregnancy outcome. A reduced palmitic acid percentage was identified in the six women with preeclampsia (p = 0.0233). Tumor necrosis factor-alpha levels were inversely proportional to the palmitic acid percentage (p = 0.0275) and positively associated with the percentages of stearic (18:0) (p = 0.0132) and oleic (p = 0.0290) acids. Conclusions: Amniotic fluid fatty acid composition differed among the ethnic groups and may influence inflammatory mediator production and susceptibility to preeclampsia.