As percepções dos jovens estudantes de Londrina/PR sobre política

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Processo educacional de crianças com Transtorno do Espectro Autista na Educação Infantil: interconexões entre contextos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência pibid pedagogia e professora colaboradora: elementos formadores da atuação docente nos anos iniciais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A prática como componente curricular via Projeto Integrado de Prática Educativa (PIPE) no ensino de estatística na Universidade: implementação e implicações na Formação Inicial do Professor de Matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Memória Cultural e Educação Escolar: um exame a partir da teoria do Círculo de Bakhtin, Volochínov e Medvedev

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Pólis vs. Oikos: a investigação do papel feminino no drama grego

This work analyzes the consequences of the intersection between the two spheres polis and oikos. It does so by examining themes present in three plays: Medea, Agamemnon and Lysistrata. The focus of the analysis is the way in which the feminine characters react to conflicts of interests in their respective situations. To fully comprehend which values correspond to which mentioned institution, the work also necessarily investigates the socialization and functions of both genders in fifth-century Athenian society. The analysis of the feminine condition in the creation myth implies the importance of the misogynistic sense of that time, which culminated in the silencing, discrediting, and systemic repression of females. The role of women in society, instilled in all girls starting in early childhood, is to succeed in marriage and domestic permanence. This lies opposite the masculine role, which was focused outside of the family center and to environments relating to war and public life. Matrimony and family, traditional female values, were threatened when overlapping with male interests, such as unavoidable war or social ascension through a different matrimonial bond. Therefore, it is possible to affirm that the opposition evident in the definitions male vs. female indicates that, in certain contexts, the interests of each element cause the conflicts present in the chosen plays

Parental Ethnotheories of Child Development: Looking Beyond Independence and Individualism in American Belief Systems

Over the past several decades, the topic of child development in a cultural context has received a great deal of theoretical and empirical investigation. Investigators from the fields of indigenous and cultural psychology have argued that childhood is socially and historically constructed, rather than a universal process with a standard sequence of developmental stages or descriptions. As a result, many psychologists have become doubtful that any stage theory of cognitive or socialemotional development can be found to be valid for all times and places. In placing more theoretical emphasis on contextual processes, they define culture as a complex system of common symbolic action patterns (or scripts) built up through everyday human social interaction by means of which individuals create common meanings and in terms of which they organize experience. Researchers understand culture to be organized and coherent, but not homogenous or static, and realize that the complex dynamic system of culture constantly undergoes transformation as participants (adults and children) negotiate and re-negotiate meanings through social interaction. These negotiations and transactions give rise to unceasing heterogeneity and variability in how different individuals and groups of individuals interpret values and meanings. However, while many psychologists—both inside and outside the fields of indigenous and cultural psychology–are now willing to give up the idea of a universal path of child development and a universal story of parenting, they have not necessarily foreclosed on the possibility of discovering and describing some universal processes that underlie socialization and development-in-context. The roots of such universalities would lie in the biological aspects of child development, in the evolutionary processes of adaptation, and in the unique symbolic and problem-solving capacities of the human organism as a culture-bearing species. For instance, according to functionalist psychological anthropologists, shared (cultural) processes surround the developing child and promote in the long view the survival of families and groups if they are to demonstrate continuity in the face of ecological change and resource competition, (e.g. Edwards & Whiting, 2004; Gallimore, Goldenberg, & Weisner, 1993; LeVine, Dixon, LeVine, Richman, Leiderman, Keefer, & Brazelton, 1994; LeVine, Miller, & West, 1988; Weisner, 1996, 2002; Whiting & Edwards, 1988; Whiting & Whiting, 1980). As LeVine and colleagues (1994) state: A population tends to share an environment, symbol systems for encoding it, and organizations and codes of conduct for adapting to it (emphasis added). It is through the enactment of these population-specific codes of conduct in locally organized practices that human adaptation occurs. Human adaptation, in other words, is largely attributable to the operation of specific social organizations (e.g. families, communities, empires) following culturally prescribed scripts (normative models) in subsistence, reproduction, and other domains [communication and social regulation]. (p. 12) It follows, then, that in seeking to understand child development in a cultural context, psychologists need to support collaborative and interdisciplinary developmental science that crosses international borders. Such research can advance cross-cultural psychology, cultural psychology, and indigenous psychology, understood as three sub-disciplines composed of scientists who frequently communicate and debate with one another and mutually inform one another’s research programs. For example, to turn to parental belief systems, the particular topic of this chapter, it is clear that collaborative international studies are needed to support the goal of crosscultural psychologists for findings that go beyond simply describing cultural differences in parental beliefs. Comparative researchers need to shed light on whether parental beliefs are (or are not) systematically related to differences in child outcomes; and they need meta-analyses and reviews to explore between- and within-culture variations in parental beliefs, with a focus on issues of social change (Saraswathi, 2000). Likewise, collaborative research programs can foster the goals of indigenous psychology and cultural psychology and lay out valid descriptions of individual development in their particular cultural contexts and the processes, principles, and critical concepts needed for defining, analyzing, and predicting outcomes of child development-in-context. The project described in this chapter is based on an approach that integrates elements of comparative methodology to serve the aim of describing particular scenarios of child development in unique contexts. The research team of cultural insiders and outsiders allows for a look at American belief systems based on a dialogue of multiple perspectives.

Pólis vs. Oikos: a investigação do papel feminino no drama grego

This work analyzes the consequences of the intersection between the two spheres polis and oikos. It does so by examining themes present in three plays: Medea, Agamemnon and Lysistrata. The focus of the analysis is the way in which the feminine characters react to conflicts of interests in their respective situations. To fully comprehend which values correspond to which mentioned institution, the work also necessarily investigates the socialization and functions of both genders in fifth-century Athenian society. The analysis of the feminine condition in the creation myth implies the importance of the misogynistic sense of that time, which culminated in the silencing, discrediting, and systemic repression of females. The role of women in society, instilled in all girls starting in early childhood, is to succeed in marriage and domestic permanence. This lies opposite the masculine role, which was focused outside of the family center and to environments relating to war and public life. Matrimony and family, traditional female values, were threatened when overlapping with male interests, such as unavoidable war or social ascension through a different matrimonial bond. Therefore, it is possible to affirm that the opposition evident in the definitions male vs. female indicates that, in certain contexts, the interests of each element cause the conflicts present in the chosen plays

Comunicação/educação: relações com o consumo. Importância para a constituição da cidadania

O aparato midiático envolve as tradicionais agências de socialização e disputa com elas – sobretudo com a escola – a primazia na formulação dos sentidos sociais. Este é um dos aspectos dos estudos do campo comunicação/educação. A questão do consumo como formador de identidades emerge nesse âmbito. Este artigo trata da importância de se estabelecer as relações do campo comunicação/educação com a teoria e a prática do consumo com vistas à formação de sujeitos capazes de, partindo da realidade objetiva, construir novos modos de consumir em nova variável histórica.

LEISURE AND MENTAL HEALTH IN PEOPLE WITH HYPERTENSION: CONVERGENCE IN HEALTH EDUCATION

People with hypertension constantly deal with issues related to mental health due to the psychosocial determinants of this illness, and leisure is an important control strategy. The objective of this study was to promote health education to a group of hypertensive patients, through research-action, based on critical-social pedagogy, and taking into consideration the participants' perception of leisure. Educational activities were conducted and, following, an evaluation was performed regarding the subjects' opinion about the impact of leisure on their lives and mental health. The group perceived leisure as a coping strategy for loneliness and also as a late development of independence; it was also regarded as a means of socialization and as a promotion of mental health. These perceptions revealed two themes: aging, leisure, and chronic disease; and knowledge and leisure experiences. Educational actions, such as group dynamics and discussions, were planned considering these themes with the purpose of providing the necessary conditions for socializing and exchanging experiences.

DRIVING AND RESTRICTIVE FACTORS IN THE PROCESS OF KNOWLEDGE CREATION: A COMPARATIVE CASE STUDY IN BRAZILIAN TECHNOLOGY-BASED ENTERPRISES

The article aims to analyze the process of knowledge creation in Brazilian technology-based companies, using as a background the driving and restrictive factors found in this process. As the pillars of discussion, four main modes of knowledge conversion were used, according to the Japanese model: socialization, externalization, combination and internalization. The comparative case method through qualitative research was carried out in nine technology-based enterprises that had been incubated or have recently passed through the stage of incubation (so-called graduated companies) in the Technology Park of Sao Carlos, state of Sao Paulo, Brazil. Among the main results, the combination of knowledge was identified as more conscious and structured in graduated companies, in relation to incubated companies. In contrast, it was noted that incubated companies have an environment with greater opportunities for socialization, internalization and externalization of knowledge.

Describing the Situational Contexts of Sweetened Product Consumption in a Middle Eastern Canadian Community: Application of a Mixed Method Design

Little is known about the situational contexts in which individuals consume processed sources of dietary sugars. This study aimed to describe the situational contexts associated with the consumption of sweetened food and drink products in a Catholic Middle Eastern Canadian community. A two-stage exploratory sequential mixed-method design was employed with a rationale of triangulation. In stage 1 (n = 62), items and themes describing the situational contexts of sweetened food and drink product consumption were identified from semi-structured interviews and were used to develop the content for the Situational Context Instrument for Sweetened Product Consumption (SCISPC). Face validity, readability and cultural relevance of the instrument were assessed. In stage 2 (n = 192), a cross-sectional study was conducted and exploratory factor analysis was used to examine the structure of themes that emerged from the qualitative analysis as a means of furthering construct validation. The SCISPC reliability and predictive validity on the daily consumption of sweetened products were also assessed. In stage 1, six themes and 40-items describing the situational contexts of sweetened product consumption emerged from the qualitative analysis and were used to construct the first draft of the SCISPC. In stage 2, factor analysis enabled the clarification and/or expansion of the instrument's initial thematic structure. The revised SCISPC has seven factors and 31 items describing the situational contexts of sweetened product consumption. Initial validation of the instrument indicated it has excellent internal consistency and adequate test-retest reliability. Two factors of the SCISPC had predictive validity for the daily consumption of total sugar from sweetened products (Snacking and Energy demands) while the other factors (Socialization, Indulgence, Constraints, Visual Stimuli and Emotional needs) were rather associated to occasional consumption of these products.

Perfil de habilidades do desenvolvimento em crianças com holoprosencefalia e holoprosencefalia like

OBJETIVO: investigar e comparar o desempenho nas habilidades relacionadas ao desenvolvimento motor, cognitivo, linguístico, de socialização e autocuidados de indivíduos com holoprosencefalia e com holoprosencefalia-like. MÉTODO: participaram deste estudo 20 indivíduos com diagnóstico de holoprosencefalia, na faixa etária de 18 a 72 meses, de ambos os sexos, divididos em 2 grupos. O grupo 1 (G1) composto por 12 indivíduos com sinais clínicos do espectro da holoprosencefalia, e o grupo 2 (G2) com holoprosencefalia-like composto por 8 indivíduos com sinais clínicos do espectro da holoprosencefalia-like. A coleta de dados foi realizada por meio da aplicação do Inventário Portage Operacionalizado que avalia as áreas alvos deste estudo. Para a análise estatística utilizou-se análise descritiva da mediana e dos valores mínimos e máximos e foi aplicado o teste estatístico de Mann Whitney (< 0,05% para significância). RESULTADOS: os grupos 1 e 2 apresentaram alterações em todas as áreas do desenvolvimento avaliadas. Entretanto, os indivíduos do G1, com holoprosencefalia apresentaram maiores comprometimentos nas habilidades: motora, cognitiva, de linguagem, de socialização e autocuidados, quanto comparados aos indivíduos do G2, com holoprosencefalia-like. CONCLUSÃO: o desempenho nas áreas motoras, cognitivas, de linguagem, de socialização e autocuidados de indivíduos com holoprosencefalia e holoprosencefalia-like foi aquém do esperado, principalmente naqueles indivíduos com holoprosencefalia, que se justifica pelo maior comprometimento no sistema nervoso central. A natureza destas alterações pode estar associada ao universo de alterações neurológicas e craniofaciais descritas nestes quadros clínicos e também à influência do ambiente social.

Learning Democracy Together in School? : Student and Teacher Attitudes in Bosnia and Herzegovina

The principal aim of this study is to examine attitudes and values, through questionnaires, among students and teachers in the last grade of primary school (grade 8) regarding issues related to authoritarianism, democracy, human rights, children rights, conflict resolution and legislation in Bosnia and Herzegovina. A second aim is to explore and analyze the role of the international community in the democratization and education processes in the light of globalization in this country through secondary sources of data, site visits and observations. Analysis of the student sample reveals suspicion towards democracy, especially when democracy was associated with politics and politicians. When the issue of democracy was de-contextualized from Bosnia and Herzegovina realities in the questionnaire, students showed more positive attitudes towards it. Students generally agreed with very strong authoritarian statements. High achieving students were more democratic, more socially responsible, more tolerant regarding attitudes towards religion, race and disabilities, and less authoritarian compared to low achievers. High achievers felt that they had influence over daily events, and were positive towards social and civil engagement. High achievers viewed politics negatively, but had high scores on the democracy scale. High achievers also agreed to a larger extent that it is acceptable to break the law. The more authoritarian students were somewhat more prone to respond that it is not acceptable to break the law. The major findings from the teacher sample show that teachers who agreed with non-peaceful mediation, and had a non-forgiving and rigid approach to interpersonal conflicts, also agreed with strong authoritarian statements and were less democratic. In general, teachers valued students who behave respectfully, have a good upbringing and are obedient. They were very concerned about the general status of education in society, which they felt was becoming marginalized. Teachers were not happy with the overloaded curricula and they showed an interest in more knowledge and skills to help children with traumatic war experiences. When asked about positive reforms, teachers were highly critical of, and dissatisfied with, the educational situation. Bosnia and Herzegovina is undergoing a transition from a state-planned economy and one party system to a market economy and a multi party system. During this transition, the country has become more involved in the globalization process than ever. Today the country is a semi-protectorate where international authorities intervene when necessary. The International community is attempting to introduce western democracy and some of the many complexities in this process are discussed in this study. Globalization processes imply contradictory demands and pressures on the education system. On one hand, economic liberalization has affected education policies —a closer alignment between education and economic competitiveness. On the other hand, there is a political and ideological globalization process underlying the importance of human rights, and the inclusiveness of education for all children. Students and teachers are caught between two opposing ideals — competition and cooperation.

"Water users must be efficient producers". Women's access to and use of land in Chókwè irrigation scheme, Mozambique

The irrigation scheme Eduardo Mondlane, situated in Chókwè District - in the Southern part of the Gaza province and within the Limpopo River Basin - is the largest in the country, covering approximately 30,000 hectares of land. Built by the Portuguese colonial administration in the 1950s to exploit the agricultural potential of the area through cash-cropping, after Independence it became one of Frelimo’s flagship projects aiming at the “socialization of the countryside” and at agricultural economic development through the creation of a state farm and of several cooperatives. The failure of Frelimo’s economic reforms, several infrastructural constraints and local farmers resistance to collective forms of production led to scheme to a state of severe degradation aggravated by the floods of the year 2000. A project of technical rehabilitation initiated after the floods is currently accompanied by a strong “efficiency” discourse from the managing institution that strongly opposes the use of irrigated land for subsistence agriculture, historically a major livelihood strategy for smallfarmers, particularly for women. In fact, the area has been characterized, since the end of the XIX century, by a stable pattern of male migration towards South African mines, that has resulted in an a steady increase of women-headed households (both de jure and de facto). The relationship between land reform, agricultural development, poverty alleviation and gender equality in Southern Africa is long debated in academic literature. Within this debate, the role of agricultural activities in irrigation schemes is particularly interesting considering that, in a drought-prone area, having access to water for irrigation means increased possibilities of improving food and livelihood security, and income levels. In the case of Chókwè, local governments institutions are endorsing the development of commercial agriculture through initiatives such as partnerships with international cooperation agencies or joint-ventures with private investors. While these business models can sometimes lead to positive outcomes in terms of poverty alleviation, it is important to recognize that decentralization and neoliberal reforms occur in the context of financial and political crisis of the State that lacks the resources to efficiently manage infrastructures such as irrigation systems. This kind of institutional and economic reforms risk accelerating processes of social and economic marginalisation, including landlessness, in particular for poor rural women that mainly use irrigated land for subsistence production. The study combines an analysis of the historical and geographical context with the study of relevant literature and original fieldwork. Fieldwork was conducted between February and June 2007 (where I mainly collected secondary data, maps and statistics and conducted preliminary visit to Chókwè) and from October 2007 to March 2008. Fieldwork methodology was qualitative and used semi-structured interviews with central and local Government officials, technical experts of the irrigation scheme, civil society organisations, international NGOs, rural extensionists, and water users from the irrigation scheme, in particular those women smallfarmers members of local farmers’ associations. Thanks to the collaboration with the Union of Farmers’ Associations of Chókwè, she has been able to participate to members’ meeting, to education and training activities addressed to women farmers members of the Union and to organize a group discussion. In Chókwè irrigation scheme, women account for the 32% of water users of the familiar sector (comprising plot-holders with less than 5 hectares of land) and for just 5% of the private sector. If one considers farmers’ associations of the familiar sector (a legacy of Frelimo’s cooperatives), women are 84% of total members. However, the security given to them by the land title that they have acquired through occupation is severely endangered by the use that they make of land, that is considered as “non efficient” by the irrigation scheme authority. Due to a reduced access to marketing possibilities and to inputs, training, information and credit women, in actual fact, risk to see their right to access land and water revoked because they are not able to sustain the increasing cost of the water fee. The myth of the “efficient producer” does not take into consideration the characteristics of inequality and gender discrimination of the neo-liberal market. Expecting small-farmers, and in particular women, to be able to compete in the globalized agricultural market seems unrealistic, and can perpetuate unequal gendered access to resources such as land and water.