Do Jardim-de-Infância ao Centro de Actividades de Tempos Livres: Representações das Crianças sobre o Brincar

A investigação “Do Jardim-de-infância ao Centro de Actividades de Tempos Livres: Representações das Crianças sobre o Brincar” reconhece as crianças como actores sociais, sujeitos de direitos, entre eles, o direito à participação em assuntos que lhes digam directamente respeito, a assuntos de seu interesse, nomeadamente o direito ao brincar. O brincar é uma actividade lúdica, assim como o jogar, importante no processo de crescimento e desenvolvimento da criança e, nos tempos que correm, a sociedade, de uma forma geral, e particularmente as famílias, preocupam-se muito com o trabalho e colocam as necessidades básicas das crianças em segundo plano ao valorizarem acima de tudo o sucesso e o desempenho das mesmas. Assim, se participar significa “tomar parte em”, reconhece-se a necessidade de ouvir as crianças e o que elas têm a dizer sobre essa actividade lúdica, sobre a forma como organizam o seu dia e o tempo que despendem para brincar e sobre a forma como gostariam de ver os seus dias ocupados. É neste pressuposto, de que é através da acção e da voz das crianças, que é possível a construção de um conhecimento teórico e válido que contribua para uma melhor intervenção educativa com as crianças. Esta investigação, que decorreu numa instituição com várias vertentes, entre elas a vertente da Animação Infantil, enquadra-se no paradigma qualitativo de natureza participativa, e procura interpretar os significados atribuídos pelas crianças, que frequentam o Jardim-deinfância da rede pública e a mesma instituição, na condição de Componente de Apoio à Família, ao brincar, às suas vivências no que concerne à gestão do seu quotidiano, quer no que refere ao tempo que passam no Jardim-de-infância, quer no que passam no Prolongamento de Horário/Actividades de Tempos Livres. Neste trabalho de investigação que decorreu numa instituição situada numa freguesia pertencente ao Distrito de Viana do Castelo e que disponibiliza os serviços de ATL, participaram como protagonistas as crianças da faixa etária entre os três e os seis anos de idade e que frequentam dois contextos: educacional e lúdico. Este trabalho é sustentado por um referencial teórico que engloba o brincar na sociedade actual e a sua importância, a educação pré-escolar e as suas funções, a natureza da componente de apoio à família, a animação sócio-educativa e os contextos de vida das crianças, que permitiram questionar a participação infantil em assuntos de seu interesse. Ainda que este estudo não permita generalizações, reflecte-se sobre a realidade existente, dá voz às crianças e indica aspectos que, de uma forma geral, precisam de mais atenção. Afinal o brincar na infância é um assunto sério…

National Adaptation Programme of Action on Climate Change - 2008 - 2012

The archipelago of Cape Verde is made up of ten islands and nine islets and is located between latitudes 14º 28' N and 17º 12' N and longitudes 22º 40' W and 25º 22' W. It is located approximately 500 km from the Senegal coast in West Africa (Figure 1). The islands are divided into two groups: Windward and Leeward. The Windward group is composed of the islands of Santo Antão, São Vicente, Santa Luzia, São Nicolau, Sal and Boavista; and the Leeward group is composed of the islands Maio, Santiago, Fogo and Brava. The archipelago has a total land surface of 4,033 km2 and an Economic Exclusive Zone (ZEE) that extends for approximately 734,000 km2. In general, the relief is very steep, culminating with high elevations (e.g. 2,829 m on Fogo and 1,979 m on Santo Antão). The surface area, geophysical configuration and geology vary greatly from one island to the next. Cape Verde, due to its geomorphology, has a dense and complex hydrographical network. However, there are no permanent water courses and temporary water courses run only during the rainy season. These temporary water courses drain quickly towards the main watersheds, where, unless captured by artificial means, continue rapidly to lower areas and to the sea. This applies equally to the flatter islands. The largest watershed is Rabil with an area of 199.2 km2. The watershed areas on other islands extend over less than 70 km2. Cape Verde is both a least developed country (LDC) and a small island development state (SIDS). In 2002, the population of Cape Verde was estimated at approximately 451,000, of whom 52% were women and 48% men. The population was growing at an average 2.4% per year, and the urban population was estimated at 53.7 %. Over the past 15 years, the Government has implemented a successful development strategy, leading to a sustained economic growth anchored on development of the private sector and the integration of Cape Verde into the world economy. During this period, the tertiary sector has become increasingly important, with strong growth in the tourism, transport, banking and trade sectors. Overall, the quality of life indicators show substantial improvements in almost all areas: housing conditions, access to drinking water and sanitation, use of modern energy in both lighting and cooking, access to health services and education. Despite these overall socio-economic successes, the primary sector has witnessed limited progress. Weak performance in the primary sector has had a severe negative impact on the incomes and poverty risks faced by rural workers1. Moreover, relative poverty has increased significantly during the past decade. The poverty profile shows that: (i) extreme poverty is mostly found in rural areas, although it has also increased in urban areas; (ii) poverty is more likely to occur when the head of the household is a woman; (iii) poverty increases with family size; (iv) education significantly affects poverty; (v) the predominantly agricultural islands of Santo Antão and Fogo have the highest poverty rates; (vi) unemployment affects the poor more than the nonpoor; (vii) agriculture and fisheries workers are more likely to be poor than those in other sectors. Therefore, the fight against poverty and income inequalities remains one of the greatest challenges for Cape Verde authorities. The various governments of Cape Verde over the last decade have demonstrated a commitment to improving governance, notably by encouraging a democratic culture that guarantees stability and democratic changes without conflicts. This democratic governance offers a space for a wider participation of citizens in public management and consolidates social cohesion. However, there are some remaining challenges related to democratic governance and the gains must be systematically monitored. Finally, it is worth emphasizing that the country’s insularity has stimulated a movement to decentralized governance, although social inequalities and contrasts from one island to the next constitute, at the same time, challenges and opportunities.

MISSÃO E DESAFIOS DA UNIVERSIDADE DO SÉCULO XXI - DA CLAUSTROFOBIA À RESPONSABILIDADE SOCIAL DA ACADEMIA: UMA PERSPETIVA CRUZADA COM AS OPÇÕES FUNDAMENTAIS DO DIREITO EDUCACIONAL BRASILEIRO

Na reflexão sobre a missão, funções e desafios da universidade dos tempos atuais, uma conclusão inelutável se impõe: esgotada a perspetiva autocentrada de universidade, é imperioso que esta, sem prejuízo da sua especificidade institucional, assuma, no desempenho das suas funções de pesquisa, ensino e extensão, assuma, consequentemente, o imperativo da responsabilidade social. Ao invocar-se o direito educacional brasileiro, questiona-se em que medida as opções fundamentais consagradas no ordenamento jurídico do Brasil traduzem adequadamente a visão e os desafios da Universidade do século XXI.

Cohesió social, alimentació i immigració

El projecte té com a objectiu general descriure accions comunitàries relacionades amb el menjar i la cohesió social. L’objectiu específic del projecte és recollir bones pràctiques d’entitats de Barcelona que treballin sobre la cohesió social i els espais alimentaris amb l’objectiu de dinamitzar l’intercanvi d’elements culturals, entre d’altres. La metodologia emprada en aquest treball ha estat un estudi descriptiu transversal de tipus qualitatiu, tenint en compte les tècniques emprades: anàlisi documental, observació participant i entrevistes a professionals. Les experiències analitzades per a la realització del treball resulten experiències d’èxit que basen la seva activitat en la utilització de l’alimentació com a eina per treballar la cohesió social, a partir de la creació d’espais comunitaris que permeten l’intercanvi d’elements culturals entre els participants

El Misterio de la biblioteca Mil.lènium o cómo promover relaciones colaborativas desde la participación del alumnado = The Mystery of the Mil.lènium Library: How to Promote Collaborative Relationships Through Student Participation

La pedagogía crítica acentúa la falta de neutralidad de la escuela respecto a las relaciones de poder que existen en la sociedad. Su propuesta consiste en modificar las relaciones de poder en el aula en el sentido de transformar las relaciones coercitivas –las que reproducen las relaciones existentes– en relaciones colaborativas partiendo del reconocimiento y la participación de los alumnos en las actividades escolares. Desde esta perspectiva, uno de los objetivos de las actividades es que los niños produzcan «textos identitarios», entendidos como artefactos que los alumnos se pueden apropiar para promover su desarrollo cognitivo. El artículo muestra el trabajo educativo integrado desde Educación Infantil hasta 6.º de Primaria de una escuela de la provincia de Girona en la que el 97% de los alumnos es de origen extranjero y cuyo propósito es incrementar las habilidades lingüísticas orales y escritas en la lengua escolar, así como la utilización de otros lenguajes multimedia. La unidad didáctica consiste en la elaboración de un cuento a lo largo de un curso escolar por parte de todo el alumnado con la ayuda de los profesores, de dos autores y de tres ilustradores. Cada ciclo escolar decide los personajes y el escenario y explicita textualmente el transcurso de la acción. Los ilustradores producen las imágenes y los autores posibilitan la transición de aquello que ha elaborado un ciclo al producto del siguiente. La actividad basada en la participación y la utilización de procedimientos democráticos de decisión se inserta en la propuesta educativa y lingüística de la escuela, así como en sus concreciones curriculares. Los resultados muestran que los textos construidos por los niños se apoyan en sus «fondos de conocimiento» sociales y familiares y constituyen una fuente de progreso en la consecución de las competencias básicas y en la construcción de valores democráticos

IDENTITÉ, PROJET, CHANGEMENT : DES REPRÉSENTATIONS SOCIALES AUX LEVIERS DE L'ACTION PUBLIQUE. POUR UN MODE DE GOUVERNANCE AXÉ SUR LE DÉVELOPPEMENT TERRITORIAL. ETUDE DE CAS : CANTON DU JURA (SUISSE)

Thirty years after the Canton of Jura entered sovereignty, it has to be admited that the creation of the newly canton did't fullfill the hopes of economic and demografic growth that many could have expected from political independance. Through a plurality of complementary approaches, the research suggest a closer look at, on one hand, the position of the Canton in its territorial context as well as its structure and dynamics and on the other hand, the representations of the territory and its evolution by the social actors. This in order to formulate a set of social demands (of debate, of openness and of overcoming cleavages) which augurs for a new territoriality regime and testify of a requirement of reflexivity toward the state institutions and actions. The analysis allowed to set in evidence the central role of the couple identity-project in the dynamics of change, and to identifiy three main periods in the recent past of the Canton: a period of territorialization, during which grew a strong collective identity, coupled with a major project of society (the creation of the canton of Jura); then followed a period of deterritorialization, with the fragmentation of the collective identity and the lack of a project of society. Then, the third period, with a paradoxical event, the failure in public vote of the the project Jura open Land (Jura Pays ouvert), which was meant to give a second wind to the Canton. We consider this turning point as the start of a new period (of reterritorialization), with an issue linked with the outlines of a renewed "jurassian" identity and the elaboration of a shared territory project.Trente ans après l'entrée en souveraineté, force est de constater que la création du canton du Jura n'a pas permis de répondre aux espérances de développement économique et démographique que l'indépendance politique devait entraîner dans son sillage. Cette recherche se propose, à travers une pluralité d'approches complémentaires, d'examiner d'une part la position du Canton dans son contexte territorial ainsi que sa structure et sa dynamique; d'autre part, les représentations que se font les acteurs du territoire et de son évolution, pour déboucher sur une série de demandes sociales (de débat, d'ouverture et de dépassement des clivages) qui augurent de la transition vers un nouveau régime de territorialité et témoignent d'une exigence de réflexivité envers les institutions et les actions de l'Etat. L'analyse a permis de mettre en évidence le rôle central du couple identité-projet dans la dynamique de changement et d'identifier trois temps forts dans l'évolution récente du Canton, une phase de territorialisation au cours de laquelle s'est constituée une identité forte doublée d'un projet de société majeur, suivie d'une phase de déterritorialisation avec une fragmentation de l'identité collective et l'absence de projet mobilisateur. Enfin, un moment paradoxal, l'échec du projet Jura Pays ouvert, censé redonner un second souffle au Canton, qui amorce une nouvelle étape (de reterritorialisation) avec un questionnement lié aux contours d'une identité jurassienne renouvelée et à l'élaboration d'un projet de territoire partagé.Les ressorts de la production du territoire et de son développement sont analysés à travers le rôle des représentations sociales dans la constitution identitaire et le projet territorial, à l'exemple du canton du Jura. La mise en évidence du rôle central du couple identité-projet dans la dynamique de changement a permis d'identifier trois temps forts dans l'évolution récente du Canton. Une première phase (la création du canton du Jura), au cours de laquelle s'est constituée une identité forte doublée d'un projet de société majeur, suivie d'une phase au cours de laquelle l'identité collective s'est fragmentée en l'absence de projet mobilisateur (la phase de « gestion » de l'Etat). Puis un moment de rupture (l'échec du projet Jura Pays ouvert) et l'amorce d'une transition vers une nouvelle étape, avec un questionnement lié aux contours d'une identité jurassienne renouvelée, à l'élaboration d'un projet de territoire partagé, et à l'action des pouvoirs publics dans un contexte de repositionnement du Canton.

2009-2011 Collective Bargaining Agreement Between State of Iowa and Local 893; Social Services, July 1, 2009

This Agreement made and entered i into this 1 1st day of July 2009, at Des Moines, Iowa, pursuant to the provisions of Chapter 20 of the Iowa Code, by and between the State of Iowa (hereinafter referred to as the Employer) and UE Local 893/Iowa United Professionals, and its appropriate affiliated locals, as representatives of employees employed by the State of Iowa.

Le médecin face aux inégalités sociales de santé: quel pouvoir d'action [General practitioners facing social inequalities in health: which power to act?].

The link between social inequalities and health has been known for many years, as attested by Villermé's work on the "mental and physical status of the working class" (1840). We have more and more insight into the nature of this relationship, which embraces not only material deprivation, but also psychological mechanisms related to social and interpersonal problems. Defining our possible role as physicians to fight against these inequalities has become a public health priority. Instruments and leads, which are now available to help us in our daily practice, are presented here.

State of Iowa Diversity/Affirmative Action FY 2009 Progress Report, July 31, 2009

In July 2008, you submitted an FY 2009 State of Iowa Diversity Plan and Report to DAS. In this report, your agency outlined your goals in the areas of hiring practices, recruitment, retention, training, and general programs to promote diversity. In the following pages, please summarize your stated goals for FY 2009 and the progress you made in achieving those goals in FY 2009. You may attach supplemental information as needed. Please note that the State of Iowa Diversity Plan and Report is being replaced by the FY 2010 Workforce Plan, which is due to DAS by July 31, 2009.

State of Iowa Diversity Plan and Report Affirmative Action/Equal Employment FY 2010 Progress, 2010

The State prohibits discrimination on the basis of race, creed, color, religion, national origin, sex and sexual orientation, age, or mental and physical disability in its employment policies and practices and is an equal employment opportunity and affirmative action employer. Please insert any additional statements of policy or commitment to achieving and maintaining a diverse workforce in your agency.