Do acesso clássico à comercialização: especificidades do mercado imobiliário informal na área especial de interesse social de Mãe Luiza, Natal/ RN.

This study presents research regarding affordable housing and their effects on the spatial reconfiguration of Natal/ RN, aiming to identify the specificities of the informality of urban land. This study aims to understand how informal housing market operates housing provision for the population located in popular informal settlements, through buying and selling market and rental market of residential properties irregular / illegal. This understanding will be through the neighborhood of Mãe Luisa, Special Area of Social Interest (SASI), located between neighborhoods with a population of high purchasing power and inserted into the tourist shaft of seaside of town. The characterization of informal housing market in Mãe Luiza, from buyers, sellers and renters, will help to understand how these informal transactions operate on SASI and housing provision for public policy development and implementation of housing programs and land regularization for low-income population, adequate to dynamic and reality of housing of informal areas

Exclusão social e projetos habitacionais. Um estudo sobre conjuntos habitacionais, segregação e exclusão social em Natal/RN

In Natal s urban growth process it is given that the performance period of the National Housing Bank (BNH, 1964-1986) was marked by the intense expansion of the urban grid and configuration of outskirts, through the construction of social housing developments. Implanted in segregated areas of the existing formal city, the population installed in these complexes was also excluded from their rights, considering that the housing defines itself not only by the physical dwelling, but also by its access to urban infrastructure, facilities, services, and others. From this reality and the verification of the city s exclusion and sociospatial segregation processes, we aimed to quantitatively demonstrate levels of social exclusion in Natal, based on the methodology developed by Sposati (2000) and adapted by Genovez (2002), which relates IBGE s (Brazilian Institute of Geography and Statistics) database underlying variables such as income, schooling and dwelling s quality. The research unveiled some spatial patterns promoted by the social housings: in these areas islands were developed with higher indicators than surrounding areas, revealing internal hierarchies in the city s outskirts

Ontologia do espaço : critica da critica da entificação social do ser enquanto pressuposto a uma teoria espacial interpenetrada a “ontologia do ser social”, de Gyorgy Lukacs

Tese (doutorado)—Universidade de Brasília, Instituto de Ciências Humanas, Departamento de Geografia, Programa de Pós Graduação em Geografia, 2015.

La ética y trabajo social

El desarrollo de esta monografía busca dar a conocer por medio de la teoría la relación de la ética con el Trabajo Social, para ello en este trabajo se aborda a la ética de una manera sistematizada, el estudio de los valores imprescindibles en el campo de lo ético, definiéndolos y dándoles relación con la vida cotidiana y el Trabajo Social, las razones por la que una persona tiene que tener ética en la realidad y cotidianidad del ser humano, el campo de los códigos de ética profesional que enmarca a los profesionales y muestra la manera de actuar de los mismos, el código deontológico publicado de Trabajo Social, de qué trata, sus objetivos, sus funciones en el papel profesional, sobre todo en el desarrollo de la carrera, en primer lugar el asunto de la ética que lleva consigo los valores y propósitos que guían la acción profesional en Trabajo Social, y el compromiso ético que tienen los trabajadores(as) sociales en torno a todos los aspectos de accionar, también aborda los dilemas, contradicciones y conflictos éticos de la profesión, donde se comienza a poner en juego realmente las valoraciones éticas, cada uno de los tipos de dilemas éticos y la clasificación factorial de los dilemas éticos encontrados en Trabajo Social, por último, algunas conclusiones a las que se ha podido llegar en el desarrollo de los capítulos, además entrevistas a profesionales del Trabajo Social ecuatorianos en algunos ámbitos laborales con lo que se dará por concluida la presente monografía.

Operant and Respondent Procedures to Establish Social Stimuli as Reinforcers in Children with Autism

According to the DSM-IV- TR (American Psychiatric Association, 2000), one of the core deficits in autism is in the impairment of social interaction. Some have suggested that underlying these deficits is the reality that individuals with autism do not find social stimuli to be as reinforcing as other types of stimuli (Dawson, 2008). An interesting and growing body of literature supports the notion that symptoms in autism may be caused by a general reduction in social motivation (Chevallier et al., 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral or ineffective stimuli, including tokens (Ayllon & Azrin, 1968), facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and praise (Dozier et al., 2012). The current study aimed to use operant and respondent procedures to condition social stimuli that were empirically shown to not be reinforcing prior to conditioning. Further, this study aimed to compare the two procedures in their effectiveness to condition social stimuli to function as reinforcers, and in their maintenance of effects over time. Using a multiple-baseline, multi-element design, one social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Finally, the study sought to determine if conditioning social stimuli to function as reinforcers had any effect on the social functioning of young children with autism. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (Sd procedure). Results of a social communication assessment (ESCS, Mundy et al., 2003) before and after conditioning demonstrate gains in all areas of social communication, particularly in the areas of initiating and responding to joint attention.

Os estudantes e sua representação social do Curso Técnico Integrado em Artesanato na modalidade PROEJA do Instituto Federal de Brasília – Campus Taguatinga

Dissertação apresentada para obtenção do grau de Mestre em Educação Social e Intervenção Comunitária

La educación social como instrumento para la equidad social y la calidad del sistema educativo. Estudio centrado en la etapa de la E.S.O.

The thesis presented here responds to the title of Social education as a tool for social equity and quality of education. This thesis is focused in E.S.O, which aims to reveal and expose a globalized mode of professional experience living for a significant number of teachers and social educators in our educational system. analyze and demonstrate the administrative and educational approach through studies categories for which you can catalog the educational reality experienced by educators in schools, check if the context of the practice of social education is given in the best conditions in the education system, identify the influence of social education as a platform of educational intervention to mitigate the possibilities of failure in school that is present through three Autonomous Communities (Extremadura, Castilla-La Mancha and Andalucia) being distributed in a significant number of high schools and several private-subsidized schools Sponsored by religious institutions in the autonomous communities of Madrid and the Canary Islands and schools belonging to religious and social foundations based in Madrid in addition of several municipalities and nonprofit entities with public and private funds that have opted for a differentiated integrate social education in their respective schools of compulsory secondary education...

Os estudantes e sua representação social do Curso Técnico Integrado em Artesanato na modalidade PROEJA do Instituto Federal de Brasília – Campus Taguatinga

Dissertação apresentada para obtenção do grau de Mestre em Educação Social e Intervenção Comunitária

Total Quality Management and Corporate Social Responsibility. Literature review. The case of Nabeiro Delta Cafés Group

The relationship between the themes of Total Quality Management (TQM) and Social Responsibility (CSR) through the concepts, approaches and models of excellence is a reality of sustainable and stable companies. Being organizations, people, act correctly and rightly do in society go through a quality management and social responsibility thereof. It is based on these two philosophies (Total Quality Management and Corporate Social Responsibility), which developed this literature review work, essentially based on a relational analysis in two papers, namely: "TQM and CSR Nexus" by Ghobadian et al. (2007) and "The Corporate Social Responsibility Audit Within the Quality Management Framework," de Kok et al. (2001) and applied to an organizational situation in concrete: the Nabeiro Delta Cafés Group - SGPS, SA.

Competencias en educación: Ideas para el diseño curricular desde la deliberación práctica y crítica, basada en el desarrollo humano y la transformación social

Los sistemas educativos, en América Latina y en el mundo entero, están siendo llamados a dar respuesta a las exigencias de profesionales altamente formados, que respondan a los conocimientos y habilidades emergentes exigidas por los avances científicos y tecnológicos. Ante esas peticiones de la realidad económica y productiva, las competencias se han convertido en el estandarte para que los sistemas educativos planteen sus propuestas curriculares. En estas se manifiesta la ampliación de los contenidos al aprender funciones o tareas con base en adaptaciones de otros contextos, desde la experticia y sin estudios profundos de la realidad de las fuentes curriculares. En este artículo se plantea la importancia de considerar que un proyecto educativo basado en competencias profesionales se debe visualizar como un proceso de formación de la persona, de manera integral. En el análisis de esa proposición se discute el abordaje de las competencias desde la educación, el cual ha pretendido relacionar la teoría y la práctica, acercando los contenidos académicos al hacer en un puesto de trabajo, en divergencia con la necesidad de razonar las competencias en educación como el medio para integrar el conocimiento y la experiencia. No se trata solo de resolver tareas específicas en un futuro puesto de trabajo, sino también de la búsqueda de soluciones de los problemas en los diferentes ámbitos de la vida. Para el logro de esa visión integradora de la educación, se proponen algunas ideas para diseñar proyectos curriculares por competencias desde la tradición práctica deliberativa y crítica, con una concepción curricular humanista y de transformación social.

Proposal for Labor Market Integration of Teachers in Contexts of High Social Vulnerability

The purpose of this paper is to share a proposal for teacher’s labor market integration in contexts of high social5 vulnerability. This paper is the result of a research conducted in a priority attention primary school6 of the central canton of Heredia7. It explored the labor market integration process of teachers, considering the community, family and student reality of a population social risk. The research that supports this proposal is based on a qualitative approach, since the diagnosis process is not intended to provide answers that could be commonly applied to other education centers in similar contexts, but to make an exploratory approach of teachers’ reality and their integration process into education institutions of high social vulnerability. Therefore, although this paper intends to share this experience, it does not aim to unify integration practices, but to be an input in carrying out similar processes.  (5) The concept of high social vulnerability is understood based on Sojo’s approach (2003), which defines it as marginal urban communities in areas considered by the Costa Rican government as priority areas with the greatest social, economic backwardness in the country, and high rates of violence, leisure, unemployment and drug addiction. (6) Translator’s note: The Costa Rican education system is composed of primary education (1st-6th grade) and secondary education (7th-11th grade). (7)A public primary school in the circuit 02 of the Province of Heredia.

La investigación científico-social: Un debate epistemológico desde la educación

Recibido 27 de julio de 2011 • Aceptado 26 de agosto de 2011 • Corregido 28 de octubre de 2011  El debate epistemológico de la investigación científico-social durante años ha consistido en confrontar los métodos, tratando de hacer valer más uno que el otro a partir de la gran teoría que lo soporta. Aunque propuestas más recientes recuperan métodos híbridos o planteamientos epistemológicos más diversos, la postura de la dualidad ha prevalecido. Descriptiva o explicativa; fenomenológica o positivista; clásica o emergente; los paradigmas de investigación son la manera en cómo tenemos acceso a la realidad investigada y así obtener principios y respuestas. Ello define los métodos. Aún cuando es posible agrupar y categorizar estos métodos en cuantitativos y cualitativos, el entramado epistemológico que establecen las estructuras de cualquier metodología permitirá el abordaje de un fenómeno mejor que otro, sin que esto pondere necesariamente alguno de manera definitoria. Dentro de la educación, tanto métodos cuantitativos como cualitativos han ayudado a abordar fenómenos de tal manera que han producido resultados favorables para el bienestar del quehacer educativo. Este ensayo, producto de una revisión bibliográfica y una trayectoria investigativa y educativa, pretende esclarecer el complejo panorama inicial de los investigadores educativos novatos antes de revisar y recuperar una postura epistemológica.

[the Teaching Of Social Sciences In Health: Between Practice And Theory].

The models of teaching social sciences and clinical practice are insufficient for the needs of practical-reflective teaching of social sciences applied to health. The scope of this article is to reflect on the challenges and perspectives of social science education for health professionals. In the 1950s the important movement bringing together social sciences and the field of health began, however weak credentials still prevail. This is due to the low professional status of social scientists in health and the ill-defined position of the social sciences professionals in the health field. It is also due to the scant importance attributed by students to the social sciences, the small number of professionals and the colonization of the social sciences by the biomedical culture in the health field. Thus, the professionals of social sciences applied to health are also faced with the need to build an identity, even after six decades of their presence in the field of health. This is because their ambivalent status has established them as a partial, incomplete and virtual presence, requiring a complex survival strategy in the nebulous area between social sciences and health.

[almost An Autobiography: A Study Of Social Scientists In Health Based On The Lattes Curriculum].

Among the various ways of adopting the biographical approach, we used the curriculum vitaes (CVs) of Brazilian researchers who work as social scientists in health as our research material. These CVs are part of the Lattes Platform of CNPq - the National Council for Scientific and Technological Development, which includes Research and Institutional Directories. We analyzed 238 CVs for this study. The CVs contain, among other things, the following information: professional qualifications, activities and projects, academic production, participation in panels for the evaluation of theses and dissertations, research centers and laboratories and a summarized autobiography. In this work there is a brief review of the importance of autobiography for the social sciences, emphasizing the CV as a form of autobiographical practice. We highlight some results, such as it being a group consisting predominantly of women, graduates in social sciences, anthropology, sociology or political science, with postgraduate degrees. The highest concentration of social scientists is located in Brazil's southern and southeastern regions. In some institutions the main activities of social scientists are as teachers and researchers with great thematic diversity in research.

Juan César García: Social Medicine As Project And Endeavor.

This paper analyses some aspects of the trajectory of the Argentinian physician and sociologist Juan César García (1932-1984) in the field of Latin American Social Medicine. Three dimensions constituting his basic orientations are highlighted: the elaboration of systematic and reflective social thought; a critical attitude in questioning teaching and professional practices; a commitment to the institutionalization and dissemination of health knowledge.