A prática interdisciplinar na política de assistência social: o caso das CRAS de Abaetetuba-PA

Esta Dissertação de Mestrado em Serviço Social tem como objetivo fazer uma reflexão sobre a prática interdisciplinar entre assistentes e psicólogos que atuam nos Centros de Referência de Assistência Social do município de Abaetetuba. O Município está localizado á aproximadamente 80 km da capital do Estado do Pará e tem aproximadamente 139.000 habitantes, conforme o último censo IBGE. Desde 2005 vem implementando as diretrizes da Política Nacional de Assistência Social de 2004. A Nova Política Nacional de Assistência Social, por meio de suas diretrizes e principais objetivos visa a consolidação dos processos de descentralização da gestão. Institui um novo modelo organização dos serviços socioassistenciais, unificando conceitos e procedimentos em todo território nacional através do Sistema Único de Assistência Social que, por sua vez, estabelece padrões para a execução dos serviços, para a qualidade no atendimento, e define indicadores de avaliação e resultado. A interdisciplinaridade ainda é considerada um conceito em construção, entretanto nesta realidade configura-se como uma relação de reciprocidade de mutualidade que pressupõe uma atitude diferente a ser assumida frente aos problemas de conhecimento, isto é substituir a concepção fragmentária pela unitária do ser humano. Esta atitude, não poderá ser preconceituosa, mas aberta onde todo conhecimento torna-se importante, pode ser fundamentada na intersubjetividade e interação entre os saberes, mas não pode estar desligada do contexto onde ela ocorre. A atuação prática interdisciplinar no Centro de Referência de Assistência Social, bem como em outros programas projetos e serviços desta política é incentivada, mas na realidade do município aqui pesquisado observou-se que existem muitos obstáculos e desafios para o exercício desta prática. Desde o não cumprimento das normatizações que regulamentam a Política de Assistência Social até a superação das condições precárias nas relações de trabalho, tanto no que diz respeito ao vínculo, quanto às condições físicas e materiais dos espaços, passando pela necessidade de implementação de gestão voltada a qualificação e valorização dos recursos humanos inseridos no SUAS.

A clínica dos casos difíceis no imaginário de estudantes de psicologia

The conducts that occur in the context of intersubjectivity are arranged from unconscious psychological fields which influence individual and collective practices. Therefore, it becomes important to consider the collective imagination of psychology students as this may interfere about the exercise of their clinical practice. The aim of this study was to investigate the collective imaginary of psychology students about the clinical practice with patients considered difficult in the analytic setting. Based on the psychoanalytic method, this research utilized the Procedure of Drawings-Stories with Theme in group interview, for the purpose of discuss on the vicissitudes of contemporary clinical work with these patients. In the present study, participated eight undergraduates of the eighth semester of a psychology course.The resulting material of the interview constituted by drawings-stories and the narrative was psychoanalytically analyzed, in the light of the Multiple Fields Theory proposed by Herrmann and in dialogue with the winnicottian thought, allowing to apprehend the follows fields of affective-emotional meaning: “Insecurity”, “Perfect Therapist”, “Mutuality”, “Experience”, “Negation of Madness” and “Madness as tal”. In general the imaginary manifestations of psychology students constitute the analytic relationship with the difficult patients by mobilizing feelings of insecurity, distress, anxiety, incapacity and helplessness.

Literacy Research: Issues of Authority, Ownership, and Representation

With the “social turn” of language in the past decade within English studies, ethnographic and teacher research methods increasingly have acquired legitimacy as a means of studying student literacy. And with this legitimacy, graduate students specializing in literacy and composition studies increasingly are being encouraged to use ethnographic and teacher research methods to study student literacy within classrooms. Yet few of the narratives produced from these studies discuss the problems that frequently arise when participant observers enter the classroom. Recently, some researchers have begun to interrogate the extent to which ethnographic and teacher research methods are able to construct and disseminate knowledge in empowering ways (Anderson & Irvine, 1993; Bishop, 1993; Fine, 1994; Fleischer. 1994; McLaren, 1992). While ethnographic and teacher research methods have oftentimes been touted as being more democratic and nonhierarchical than quantitative methods—-which oftentimes erase individuals lived experiences with numbers and statistical formulas—-researchers are just beginning to probe the ways that ethnographic and teacher research models can also be silencing, unreflective, and oppressive. Those who have begun to question the ethics of conducting, writing about, and disseminating knowledge in education have coined the term “critical” research, a rather vague and loose term that proposes a position of reflexivity and self-critique for all research methods, not just ethnography or teacher research. Drawing upon theories of feminist consciousness-raising, liberatory praxis, and community-action research, theories of critical research aim to involve researchers and participants in a highly participatory framework for constructing knowledge, an inquiry that seeks to question, disrupt, or intervene in the conditions under study for some socially transformative end. While critical research methods are always contingent upon the context being studied, in general they are undergirded by principles of non-hierarchical relations, participatory collaboration, problem-posing, dialogic inquiry, and multiple and multi-voiced interpretations. In distinguishing between critical and traditional ethnographic processes, for instance, Peter McLaren says that critical ethnography asks questions such as “[u]nder what conditions and to what ends do we. as educational researchers, enter into relations of cooperation. mutuality, and reciprocity with those who we research?” (p. 78) and “what social effects do you want your evaluations and understandings to have?” (p. 83). In»the same vein, Michelle Fine suggests that critical researchers must move beyond notions of the etic/emic dichotomy of researcher positionality in order to “probe how we are in relation with the contexts we study and with our informants, understanding that we are all multiple in those relations” (p. 72). Researchers in composition and literacy stud¬ies who endorse critical research methods, then, aim to enact some sort of positive transformative change in keeping with the needs and interests of the participants with whom they work.

Mutualità, governance e gestione delle cooperative ortofrutticole

The objective of the research is to analyze the functioning of the fruit and vegetables cooperatives at regional level (Emilia Romagna), with particular reference to the mutuality purpose that distinguishes them, the institutional structure and the management. On the one hand the research intends to provide a definition and an explanation of the real operation/functioning of the mechanism of the mutualism and governance and on the other hand, to study the internal managerial mechanisms and the levels of functioning of the fruit and vegetable cooperatives with the purpose to provide significant indications on their real economic performance. Following a brief analysis of the market context in which the agricultural cooperatives operate, the works will proceed with a deep analysis of a sample of cooperatives regarding the structure and the forms of organization of the members and those aspects can be connected to the following dynamics: - valorisation of the social contribution (effective levels of internal mutuality); - economic efficiency (and consequent economic-financial trends); - levels of internal efficiency and productivity. The applied methodology is based in a first phase on the reclassification, elaboration and analysis of the balance of the sample enterprises. In this phase the research will give a first insight into the economic-financial and capital investment situation of the fruit and vegetable cooperatives trying to concentrate on the implemented and on the possible financing mechanisms and on the levels of efficiency and effectiveness of the productivity achieved. Subsequently the works will proceed with the realization of a direct survey in form of questionnaires to submit to the responsible persons of the sample cooperatives, in order to highlight/emphasize the critical points in respect to the three main arguments of research: mutuality, governance, management.

Improving the Quality of Life of spousal caregivers of stroke survivors: A cost effectiveness analysis

Back ground and Purpose. There is a growing consensus among health care researchers that Quality of Life (QoL) is an important outcome and, within the field of family caregiving, cost effectiveness research is needed to determine which programs have the greatest benefit for family members. This study uses a multidimensional approach to measure the cost effectiveness of a multicomponent intervention designed to improve the quality of life of spousal caregivers of stroke survivors. Methods. The CAReS study (Committed to Assisting with Recovery after Stroke) was a 5-year prospective, longitudinal intervention study for 159 stroke survivors and their spousal caregivers upon discharge of the stroke survivor from inpatient rehabilitation to their home. CAReS cost data were analyzed to determine the incremental cost of the intervention per caregiver. The mean values of the quality-of-life predictor variables of the intervention group of caregivers were compared to the mean values of usual care groups found in the literature. Significant differences were then divided into the cost of the intervention per caregiver to calculate the incremental cost effectiveness ratio for each predictor variable. Results. The cost of the intervention per caregiver was approximately $2,500. Statistically significant differences were found between the mean scores for the Perceived Stress and Satisfaction with Life scales. Statistically significant differences were not found between the mean scores for the Self Reported Health Status, Mutuality, and Preparedness scales. Conclusions. This study provides a prototype cost effectiveness analysis on which researchers can build. Using a multidimensional approach to measure QoL, as used in this analysis, incorporates both the subjective and objective components of QoL. Some of the QoL predictor variable scores were significantly different between the intervention and comparison groups, indicating a significant impact of the intervention. The estimated cost of the impact was also examined. In future studies, a scale that takes into account both the dimensions and the weighting each person places on the dimensions of QoL should be used to provide a single QoL score per participant. With participant level cost and outcome data, uncertainty around each cost-effectiveness ratio can be calculated using the bias-corrected percentile bootstrapping method and plotted to calculate the cost-effectiveness acceptability curves.^

Longitudinal dyadic data analysis of stroke survivors and their spousal caregivers

Approximately 795,000 new and recurrent strokes occur each year. Because of the resulting functional impairment, stroke survivors are often discharged into the care of a family caregiver, most often their spouse. This dissertation explored the effect that mutuality, a measure of the perceived positive aspects of the caregiving relationship, had on the stress and depression of 159 stroke survivors and their spousal caregivers over the first 12 months post discharge from inpatient rehabilitation. Specifically, cross-lagged regression was utilized to investigate the dyadic, longitudinal relationship between caregiver and stroke survivor mutuality and caregiver and stroke survivor stress over time. Longitudinal meditational analysis was employed to examine the mediating effect of mutuality on the dyads’ perception of family function and caregiver and stroke survivor depression over time.^ Caregivers’ mutuality was found to be associated with their own stress over time but not the stress of the stroke survivor. Caregivers who had higher mutuality scores over the 12 months of the study had lower perceived stress. Additionally, a partner effect of stress for the stroke survivor but not the caregiver was found, indicating that stroke survivors’ stress over time was associated with caregivers’ stress but caregivers’ stress over time was not significantly associated with the stress of the stroke survivor.^ This dissertation did not find mutuality to mediate the relationship between caregivers’ and stroke survivors’ perception of family function at baseline and their own or their partners’ depression at 12 months as hypothesized. However, caregivers who perceived healthier family functioning at baseline and stroke survivors who had higher perceived mutuality at 12 months had lower depression at one year post discharge from inpatient rehabilitation. Additionally, caregiver mutuality at 6 months, but not at baseline or 12 months, was found to be inversely related to caregiver depression at 12 months.^ These findings highlight the interpersonal nature of stress in the context of caregiving, especially among spousal relationships. Thus, health professionals should encourage caregivers and stroke survivors to focus on the positive aspects of the caregiving relationship in order to mitigate stress and depression. ^

Contextualización teórica del acto pedagógico en la enseñanza y el aprendizaje del proyecto arquitectónico: el caso de la E.T.S.A.M.

El taller de proyectos constituye el núcleo de la enseñanza arquitectónica. Estudiar sus procesos educativos en la actualidad implica la contextualización teórica del acto educativo y la revisión histórica de la evolución de su estructura social. Esta estructura, es heredera de la larga tradición del taller donde los maestros de obra, artesanos, arquitectos y artistas, se ocupaban desde siempre de la enseñanza de la construcción, de la artesanía, del diseño arquitectónico y del arte. Los aprendices se sometían a la autoridad de sus maestros y pasaban horas practicando, produciendo y aprendiendo junto a ellos. Con la aparición de las primeras Academias de arte y posteriormente de arquitectura, se evidenció un progresivo interés de los Estados hacía los productos artísticos y arquitectónicos. La consideración de las artes y de la arquitectura como proyecto estatal, supuso la construcción lenta, pero consolidable, de un proyecto educativo paralelo, coexistiendo simultáneamente con los talleres de los maestros, pero sin posibilidad de integración, hasta mucho más tarde. La “teoría”, que es de lo que se ocupaba la academia, con la “práctica” que es lo que se desarrollaba en el taller, no encontraban fácilmente la manera de encajarse y complementarse mutuamente en un proyecto educativo común. Las concepciones educativas de ambos, afrontaban la enseñanza y el aprendizaje desde puntos de vista también diferentes; mientras la Academia representaba el conocimiento validado y explicitado, en el taller se trabajaba con un conocimiento tácito e implícito. En la práctica artística del taller era donde se producía el aprendizaje mientras que en la Academia es donde se validaba. Esta estructura llegó en muchas ocasiones a situaciones extremas, no siendo casual que las más grandes crisis registradas en la historia de la enseñanza de las artes, coincidieran con un aumento de la distancia entre estas dos “instituciones”, talleres y academias. Por otra parte, parece que cualquier proyecto o concepto innovador, se ha fundado sobre la redistribución de estos equilibrios perdidos. En dicho contexto, en el campo de la educación y especialmente en el siglo XX, surge un debate que se estructura en base a los fines de la educación, contemplando dos posturas bien diferenciadas. Una de ellas sostiene como fin primordial de la educación, el desarrollo de la conciencia y la reciprocidad social del individuo. La otra, fija como fin el desarrollo de su singularidad. La búsqueda del equilibrio entre ambas, parte del interés por fomentar el crecimiento de lo que cada ser humano posee de individual, armonizándolo con la unidad orgánica del grupo social al que pertenece (Read 2010, 33). Sobre esta tensión se han basado muchos de los discursos pedagógicos y especialmente los aquí usados. La estructura social en los talleres de proyectos arquitectónicos, presenta hoy día una máxima integración entre las dos instituciones, el taller y la Academia, tanto a nivel del espacio, donde tiene lugar la enseñanza, como a nivel conceptual y pedagógico. Los talleres de proyectos poseen un formato de enseñanza y aprendizaje que constituye un paradigma (Schön, 2008) no solo dentro, sino también fuera del campo arquitectónico. Bajo este formato se complementa el aprendizaje práctico con el teórico y la producción, con la validación del conocimiento. Aunque tal estructura pedagógica presenta importantes variaciones entre unas escuelas de arquitectura y otras, los principales procesos que tienen lugar, son lo suficientemente similares, como para poder ser examinados desde una perspectiva común. Esta investigación, estudia el taller de proyectos desde un aspecto pedagógico, que contempla tanto los discursos educativos, como la historia de la evolución del taller como constructo social. El análisis se estructura sobre los elementos fundantes del acto didáctico: un sujeto que aprende, un sujeto que enseña, un método, la estrategia o procedimiento a través del que se enseña, un contenido y el propio acto docente (Sánchez Cerezo, 1994, 530). Además, se han añadido otros dos elementos que se consideran fundamentales para llevar a cabo el estudio: el contexto de la enseñanza, tanto el tangible como el intangible y la evaluación de la enseñanza y del aprendizaje. El caso de estudio de la presente investigación se sitúa en la Escuela de Arquitectura de Madrid en la actualidad. Sin embargo, no se pretende generar un retrato exacto de esta institución sino utilizarla como ejemplo principal en el desarrollo de los capítulos del método, contenido, acto docente y contexto, en los que también se introducen ejemplos de otras escuelas de arquitectura que amplían los argumentos presentados que constituyen la contextualización teórica del acto pedagógico en los talleres de proyectos arquitectónicos. ABSTRACT Design studio constitutes the core of architectural education. To study its current educational processes involves a theoretical approach of its educational praxis and an historic revision of how its social structure evolved. This structure is inherited from the long tradition of the workshop in which master masons, craftsmen, architects and artists have always been in charge of teaching construction, crafts, architectural design and art. Apprentices were subjected to the authority of their teachers and spent hours practicing, producing and learning along with them. With the establishment of the first Academies of Art and later of Architecture, the interest of the State in artistic and architectural products started growing. The understanding of arts and architecture as a state project entailed the slow, but robust development of a parallel education project. This project coexisted with the masters’ workshops, without the possibility of integration between two, until much later. It was difficult to find a way to synthesize academic “theory” with workshop “practice”. The workshops’ and the Academy's conception about teaching and learning differed significantly. While the Academy represented a verified and explicit knowledge, the workshop worked with a tacit and implicit knowledge. The workshops produced education through artistic practice, while the the Academy organized and verified knowledge. This dual framework has on occasions reached extremes. It is no accident that the biggest known crises in the history of arts education coincide with an increase in the distance between these two "institutions", the workshops and Academies. Furthermore, it seems that most innovative concepts or projects have been founded on restoring the lost balance between the two. In this context, in the field of education, and especially during the 20th century, a debate that contemplated the purpose of education and resulted in two quite differentiated approaches, emerged,. One position claims as the primary purpose of education the development of social awareness and mutuality in individuals. The other approach sets as a purpose developing each student's uniqueness. The quest for the right balance between these two positions is based on the assumption that the general purpose of education is to foster the growth of what is individual in each human being, at the same time harmonizing the individuality thus educed with the organic unity of the social group to which the individual belongs (Read, 2010, 33). This tension forms the basis for many pedagogical discourses, especially the ones utilized in this dissertation. The social structure of architecture studios today demonstrates a very high level of integration between the two institutions, the workshop and the Academy, both in terms of space —where the teaching takes place— as well as on a conceptual and pedagogical level. Architecture studios today have developed a format for teaching and learning that has established a paradigm (Schön, 2008) , not only in architecture, but also in other fields. Under this paradigm, practical and theoretical learning, as well as production and verification of knowledge, complement each other. And although this pedagogical structure presents important variations among different schools of architecture, the principal processes that take place in the studio are sufficiently similar so as to be examined from a common perspective. This research examines the architecture studio from a pedagogical point of view, that takes into account both the educational discourses, as well as the historical evolution of the workshop as a social structure. The analysis presented here is structured on the fundamentals of the teaching act: an individual learning, an individual teaching, a method, strategy or procedure for teaching and learning, the content and the teaching act itself (Sánchez Cerezo, 1994, 530). Two extra elements that were considered essential for carrying out this study have also been added: the context in which teaching takes place, tangible as well as intangible, and the evaluation of teaching and learning. The Madrid School of Architecture in the present day served as a case study. However the aim is not to generate an accurate portrayal of this school but to use it as the principal example for the development of the chapters of method, content, teaching act and context. In addition to that, examples from other schools of architecture are introduced in order to further the presented arguments that constitute the theoretical contextualization of the pedagogical act in architecture studios.

Promover a parentalidade : recomendações perante as birras e momentos de alimentação da criança

Enquadramento: A parentalidade é um tema de saúde com muita relevância na sociedade atual, intervindo o seu exercício na promoção da saúde e bem-estar da criança. A parentalidade envolve acontecimentos stressantes, nomeadamente em situações de problemas de saúde e necessidades básicas e de resposta ao comportamento da criança, como é o caso do choro/birra e no momento de alimentação, procurando a maioria dos cuidadores responder ao problema de forma independente enquanto outros solicitam apoio dos profissionais de saúde. Objetivo: Identificar recomendações concretas, baseadas na evidência científica, de boas práticas e recomendações a transmitir aos pais para lidarem com o choro /birras e no momento da alimentação da criança. Métodos: Realizou-se uma revisão sistemática da literatura de estudos realizados nos idiomas português, inglês e espanhol, publicados entre 2009 e 2014, em bases de dados internacionais CINAHL® Plus with Full-Text, Nursing & Allied Health Collection, Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews (CDSR) e Database of Abstracts of Reviews of Effects (DARE), MedicLatina , MEDLINE, com recurso a diversos descritores e operadores booleanos e recorrendo a dois revisores que avaliaram a qualidade dos estudos metodológicos. Resultados: Após avaliação crítica, foram excluídos 50 estudos e incluídos 7, sendo um de grau de evidência A, dois de evidência B e 4 de evidência D. Os outcomes evidenciaram que para gestão da parentalidade o aconselhamento deve feito pelo profissional de referência, que se necessário deverá acompanhar os pais através de contacto telefónico e visita domiciliária sobretudo se mães inexperientes. Os profissionais devem ampliar os seus conhecimentos sobre as dúvidas e preocupações que os pais têm sobre a educação dos seus filhos consultando os espaços de discussão online. A etnia e nacionalidade das mães tem forte impacto sobre os métodos usados para acalmar o bebé, pelo que os cuidados devem ser culturalmente congruentes. Na abordagem do choro/ birras torna-se necessário conhecer o normal desenvolvimento da criança e em que contextos surgem para minimizá-las, sendo importante que os pais dêem à criança atenção positiva, instituindo rotinas. Para melhorar o momento da alimentação os pais devem reconhecer que até aos dois anos decorre a janela de oportunidade de aprendizagem de rotinas e de novos sabores, salientando-se a importância do ambiente de atenção e reciprocidade durante as refeições. Conclusão: Os enfermeiros devem procurar orientar a sua prática com base nas evidências científicas e tendo como base o estudo efectuado, salienta-se a promoção da parentalidade positiva como central para a abordagem dos comportamentos de choro/birra e no momento da alimentação da criança. Palavras – chaves: educação parental, enfermeiro, aleitamento materno, alimentação, birra, choro, relação pais-filhos.

Altruism; its nature and varieties; the Ely lectures for 1917-18,

Introduction.--Manners.--Gifts.--Defects of giving.--Mutuality.--Love.--Justice.--Conclusion.

Export processing zones and growth triangle development: The case of the BIMP-EAGA, Southeast Asia

Exorts processing zones (EPZs) and growth triangles have been two common Asian initiatives to increase wealth and regional competitiveness in the world economy. Since they are seldom analysed jointly, this paper investigates their mutuality in the development process. Taking the problematic case of the Brunei-Indonesia-Malaysia-Philippines East ASEAN Growth Area (BIMP-EAGA) triangle, we explore the role of EPZs in enhancing regional collaboration, competitiveness, and domestic linkages. Despite the triangle's weak economic complementarities, its processing zones are found capable of advancing development by furthering opportunities in regionalisation/localisation of production. Latterly, trade and investment liberalisation within ASEAN raises broad questions about the rationale of EPZs and growth triangles. Zone-triangle nexuses will require rethinking as, under different regulatory conditions, the zones compete more directly across ASEAN and also with global rivals. Copyright © 2005 John Wiley & Sons, Ltd.

Asking, giving, receiving:friendship as survival strategy among Accra's street children

This article considers friendship among street children in Accra. Drawing upon the findings of a three-year qualitative research project, the article argues that friendship is a neglected element of research yet cooperation, mutuality and exchange between friends are essential to street children's survival. Living within the extremities of the urban informal sector, the article considers the existence of a strong ethos of 'help' between friends and how street children go about the (re) creation of friendship around those aspects of their lives essential for their daily survival. © The Author(s) 2010.

Home: the foundations of belonging

To be at home means to be embedded in a dense pattern of relationships to people and place which gives rise to an inherently meaningful experience of the world. This order is neither abstract nor imposed from without, but crystallises from the shared experience of people inhabiting a concrete location. Home involves the localisation of meaning in a concrete setting and in the activities of everyday life, and this embodies an ongoing process of ‘cosmicisation’ which is vital for both social life and individual well-being. Home is not a fixed structure, static and frozen, which shuts out the external world; it is a dynamic centre which draws in experience and gives it meaning. It is a constellation of significance rather than a singular and unitary essence. It is produced by localising processes, which work to concentrate and stabilise value around a secure centre. The elaboration of seven interlinked localising processes forms the core of the thesis: The cultivation of place The accumulation of collective memory The crystallisation of life-ways and their evolution into tradition The generation of mutuality of being through sharing in fundamental biological processes which generate and preserve life Social circles of gift exchange and recognition which reinforce this mutuality of being The elaboration of symbolic boundaries The counterparts of localising processes are globalising ones. These involve the dismantling of the taken-for-granted relationships of everyday life and their reconstitution within spatially extended networks, governed by rationalised institutions, within separate spheres of economic production, commercial transactions, political administration and cultural exchange. The global market, the public arena, technological development and the bureaucratic state are all solvents of localised associations, which result in the dissipation and relativisation of value. However globalising processes never entirely displace localising ones. Even today, localising processes shape those areas of our lives which anchor our identities and provide a sense of meaning: the everyday interactions of home, family, community and intimate circles of friendship.

Rede Social Pessoal de Jovens Acolhidos em Lares de Infância e Juventude

A rede social dos sujeitos tem sido considerada fundamental para lidar com a adversidade. O objetivo central deste estudo foi caracterizar as redes sociais pessoais de jovens em regime de acolhimento institucional prolongado, na perspetiva dos próprios e dos técnicos das instituições e perceber se estas relacionam com o projeto de vida. Participaram 84 jovens, com idades compreendidas entre os 12 e os 20 anos de idade, acolhidos em 6 lares de infância e juventude do distrito de Santarém. Os participantes são na sua maioria do sexo feminino, com uma idade média de 15 anos. Para avaliação das variáveis em estudo utilizou-se a versão revista sumária do Instrumento de Avaliação de Redes Sociais Pessoais (IARSP-RS) e um questionário de autorresposta de caracterização da instituição de acolhimento. Os resultados desta investigação permitiram verificar que as redes dos jovens em situação de acolhimento institucional são fragmentadas, constituídas, em média, por 12 elementos e predominantemente compostas por familiares, amigos e profissionais das instituições, destacando-se as relações familiares. O nível de apoio social percebido é elevado na função emocional e informativa. Verificou-se uma maior reciprocidade do apoio por parte das jovens do sexo feminino, a institucionalização pode potenciar a expansão da rede social de suporte e a frequência de contactos associa-se à distância geográfica. A satisfação dos jovens com o suporte social é elevada. Metade dos jovens perspetivam a saída da instituição pela via da autonomização. A perceção dos profissionais das redes de suporte social é mais limitada, no tamanho, reciprocidade, satisfação com o suporte social e nas relações estabelecidas com a família, amigos da comunidade envolvente e relações de trabalho/estudo. Por outro lado, os técnicos identificam um nível mais elevado de densidade e de vínculos com os técnicos e educadores da instituição. Não se verificaram diferenças significativas nas características da rede social em função do projeto de vida, porém perceberam-se diferenças no projeto de vida em função da idade e da duração do acolhimento. A rede social apresenta um potencial protetor que vale a pena conhecer, fomentar e valorizar, destacando-se que é importante conhecer a perspetiva do próprio sujeito, já que esta tem um carácter muito pessoal. / The social network has been considered fundamental to deal with the adversities. The main objective of this study was to characterize the social network of the youngesters in prolonged institutional care, from the perspective of themselves and professionals of the institutions and to observe if their social network fits with their life project. 84 youngsters with ages between 12 and 20 years old living in 6 institutions of childhood and juvenile care from de district of Santarém participated in this study. The participants are mainly female, with an average age of 15 years old. To evaluate the variables in study, it was applied a version of the summary review of the Instrument of Evaluation of Personal Social Networks (IARSP-RS) and a survey of self-response to characterize the institutional care. The results of this investigation allowed to conclude that the social network of youngsters in a situation of institutional care are fragmented, composed by an average of 12 elements and primarily composed by family members, friends and professionals, but the most significant were the family relationships. It was observed that social support is high in terms of emotional and informative functions. It was observed an higher mutual support from the young ladies, institutionalization may foster the expansion of the social support network and that the frequency of connections is related with geographic distance. The satisfaction of the youngsters with social support is high. Half of the youngsters previews getting out of the institution by becoming autonomous. The understanding of the professionals of the social support network is more limited, about size, mutuality, satisfaction with the social support, family, friends of involving community and relationship of work/study. On the other side, the professionals identify an higher level of density and bonds with the technicals and educators of the institutions. Significative differences in the characteristics social network in terms of the life project weren’t found, however there were diferences in the life project in terms of the age and the duration of institutionalization. The social network has a protector potential that is worth of studying, promote and valorize, highlighting that it is important to know the perspective of the individual, because of its personal nature.

Worries and possibilities in active citizenship : Three Swedish educational contexts

This article examines how the concept of active citizenship has been given a neo-liberal character by examining practice in three different educational contexts in Sweden. The concept of active citizenship has become influential in educational policy and practice throughout the European Union. The aim of this article is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles in Swedish education. The analysis highlights three themes, based on voice, ethical awareness and complexity and mutuality of lived experience, and argues that they provide the basis for a shift away from the present neo-liberal colouring of the concept.