Academic literature on the topic 'Inclusió i exclusió social'
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Journal articles on the topic "Inclusió i exclusió social"
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Grander, Martin. "Aprenentatge mitjançant la mentoria. Mentors com a portadors d’un model d’aprenentatge per a una societat integrada." Pedagogia i Treball Social 1, no. 1 (September 1, 2011): 51. http://dx.doi.org/10.33115/udg_bib/pts.v1i1.1542.
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Cada any, al voltant de noranta estudiants universitaris participen en el programa de mentoria de la Universitat de Malmö, Nightingale -Rossinyol-. Com a mentor, l’alumne o alumna universitària es troba amb un infant d’escola de primària d’un barri desfavorit de la ciutat durant vuit mesos. Aquest article es basa en el treball de tesi en Ciències de l’Educació en el que vaig explorar l’aprenentatge que tenien els mentors i mentores que participaven en aquest tipus de programa. L’estudi es centra en l’aprenentatge des de dues perspectives diferents: primer, l’observació de quin tipus d’aprenentatge es dóna; i segon, el coneixement que van acumulant els mentors al llarg de l’experiència. Per a l’anàlisi dels resultats, he emprat teories de l’aprenentatge, l’exclusió social i les competències interculturals. Per això, s’han emprat tant tècniques quantitatives com qualitatives. Vaig entrevistar a vint-i-cuatre mentors i vaig portar a terme una enquesta amb tots els seixanta vuit que participaren en el curs 2008/2009. Els resultats demostren que existeix un aprenentatge extensiu en el programa i que els mentors desenvolupen un coneixement important de les condicions de vida dels infants en risc d’exclusió social, compromís social i inclusió. També aprenen habilitats interculturals que són necessàries per acabar amb les barreres existents entre exclusió i inclusió social.
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VIANNA, FERNANDO RESSETTI PINHEIRO MARQUES, FRANCIS KANASHIRO MENEGHETTI, JULIANA PREVIATTO BALTINI TONON, and LEONARDO TONON. "Exclusionary inclusion and inclusive exclusion: studies on harassment at a members club." Cadernos EBAPE.BR 18, spe (November 2020): 770–80. http://dx.doi.org/10.1590/1679-395120190142x.
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Resumo Este artigo foi motivado por situações de exclusão social de determinados grupos em um clube social no Sul do Brasil. Por meio de estudo etnográfico, buscou-se analisar de que modo a ralé é socialmente excluída de determinadas situações e incluída em outras e por qual motivo. Situações sociais, muitas vezes de ordem simbólica, como o uso de uniformes, a existência de uma “senzala” para os funcionários e a não relação entre sócios e funcionários, entre outras, possibilitaram que o movimento dialético entre o excluir e o incluir fosse explorado. É nesse contexto que se discute a exclusão includente e a inclusão excludente. Tal processo resulta na manutenção da desigualdade social por meio de práticas aparentemente normais, justificáveis, institucionalmente aceitas e incentivadas. Para a ralé, porém, que é incluída e/ou excluída por meio dessas práticas, as consequências são a reprodução e a legitimação de sua condição de precariedade.
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Nunes, Fabrizia Gioppo. "Território digital: detecção dos padrões espaciais da desigualdade socioterritorial do município de Aparecida de Goiânia – GO." Ateliê Geográfico 11, no. 2 (November 3, 2017): 112. http://dx.doi.org/10.5216/ag.v11i2.40137.
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ResumoA presente pesquisa está atrelada ao procedimento teórico-metodológico da distribuição espacial, de índices censitários da desigualdade socioterritorial, do município de Aparecida de Goiânia. Após o delineamento das utopias que indicam a exclusão/inclusão social, foram confeccionados mapas coropléticos, que medem o grau de autocorrelação espacial, destes índices. Tais mapas foram gerados a partir da aplicação da técnica de Análise Espacial, em plataforma de Sistema de Informação Geográfica (SIG) e, tendo como premissa o conceito de território digital. Dos resultados obtidos foi testada como a técnica de análise exploratória, representada pelos mapas e diagramas de espalhamento de Moran, pode ser útil na identificação de áreas de clusters de exclusão/inclusão social. Como indicativo final, pode-se verificar que das variáveis testadas, a proporção de domicílios com precária instalação sanitária e de chefes de famílias na linha da pobreza, são os dois índices que mais contribuem para a exclusão social no município. Palavras-chave: cartografia, dados censitários, autocorrelação, dinâmica espacial, intraurbano. AbstractThe present research is coupled with the technical methodological procedure of spatial distributions, socio-territorial inequalities census data of the municipality of Aparecida de Goiânia. After the outlining of the utopias that signal social exclusion/inclusion, cloropleth maps were elaborated; these measure the spatial correlation grades from the indexes. Such maps were generated by de application of the Spatial Analysis technique, utilizing the Geographic Information System (GIS) platform and having as premise the concept of digital territory. From the results obtained, was tested how the technique of exploratory analysis, represented by maps and diagrams of Moran Scatterplot, could be useful on the identification of clusters areas of social exclusion/inclusion. As a final indicative, it was verified that from the variants considered, the percentage of domiciles with precarious sanitary installations and head of households in poverty line are the ones that most contribute to the social exclusion of the city. Keywords: mapping, census data, autocorrelation, spatial dynamics, intra-urban. ResumenLa investigación es vinculada al procedimiento teórico y metodológico de la distribución espacial de los índices del censo de la desigualdad socioterritorial, de la ciudad de Aparecida de Goiânia. Después de la selección de las utopías que indican la exclusión/inclusión social, fueron hechos mapas coropleticos, que miden el grado de autocorrelación espacial, estos índices. Estos mapas fueron generados a partir de la aplicación de técnicas de Análisis Espacial en la plataforma de Sistema de Información Geográfica (GIS) y, teniendo como premisa el concepto de territorio digital. De los resultados fue probado como la técnica de análisis exploratorio, representada por los mapas y gráficos de dispersión de Moran, puede ser útil en la identificación de áreas de agrupaciones de exclusión/inclusión. El resultado final, se puede observar que de las variables analizadas, el porcentaje de domicilios pobres con precaria instalación de lavabo y los jefes de familia en línea de la pobreza, son los dos índices que más contribuyen a la exclusión social de la ciudad.Palabras clave: cartografía, datos del censo, autocorrelación, dinámicas espaciales, intraurbano.
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Claudio, Glaucia de Oliveira, and Leandro Bruno Santos. "OS ESPAÇOS DA EXCLUSÃO SOCIAL NA CIDADE DE CAMPOS DOS GOYTACAZES – RJ." Revista Cerrados 17, no. 02 (December 27, 2019): 66–95. http://dx.doi.org/10.22238/rc24482692201917026695.
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Vivemos um momento marcado pela revalorização do território e sua utilização na análise e implementação de políticas públicas, sobretudo políticas sociais. Este texto aborda os processos de exclusão social, pobreza e desigualdade na cidade de Campos dos Goytacazes. Trata-se de uma cidade importante na rede urbana do estado do Rio de Janeiro, constituindo-se num polo regional relevante na oferta de comércio e serviços. Juntamente com outras cidades do Norte Fluminense, Campos dos Goytacazes também tem sido utilizada como suporte para as atividades de exploração de petróleo na Bacia de Campos. Apesar de sua importância e da dinâmica econômica, a cidade é marcada por uma elevada exclusão social que, no tecido urbano, apresenta uma expressão territorial. Neste texto, pretendemos abordar a desigualdade sob a ótica da exclusão social, buscando contribuir com a produção e a leitura de indicadores sociais territorializados da Cidade de Campos dos Goytacazes – RJ, dando visibilidade às áreas de inclusão e exclusão social, por meio da espacialização dos dados secundários dos dois últimos censos demográficos (2000 e 2010) disponibilizados pelo Instituto Brasileiro de Geografia e Estatística (IBGE). Com base nos indicadores, espacializamos os dados e verificamos a concentração de setores marcados pela elevada exclusão ao norte da cidade, tendo como grande divisor o Rio Paraíba do Sul.
THE SPACES OF SOCIAL EXCLUSION IN THE CITY OF CAMPOS DOS GOYTACAZES-RJ
ABSTRACT
We live in a moment marked by the revaluation of the territory and its use in the analysis and implementation of public policies, especially social policies. This text addresses the processes of social exclusion, poverty and inequality in the city of Campos dos Goytacazes. It is an important city in the urban network of the state of Rio de Janeiro, constituting a relevant regional center in the supply of trade and services. Like other cities in Norte Fluminense, Campos dos Goytacazes has also been used as support for oil exploration activities in the Campos Basin. Despite its importance and economic dynamics, the city is marked by a high social exclusion that, in the urban space, has a territorial expression. In this text, we intend to address inequality from the perspective of social exclusion, seeking to contribute to the production and reading of territorialized social indicators of Campos dos Goytacazes - RJ, giving visibility to the areas of social inclusion and exclusion, through the spatialization of secondary data from the last two demographic censuses (2000 and 2010) provided by the Brazilian Institute of Geography and Statistics (IBGE). Based on the indicators, we spatialized the data and verified the concentration of sectors marked by the high exclusion to the north of the city, having as great divide the Paraíba do Sul River.
Keywords: Inequality, social exclusion, Campos dos Goytacazes.
LOS ESPACIOS DE EXCLUSIÓN SOCIAL EN LA CIUDAD DE CAMPOS DOS GOYTACAZES-RJ
RESUMEN
Hemos vivido un momento marcado por la revaluación del territorio y su uso en el análisis e implementación de políticas públicas, especialmente de las políticas sociales. Este texto aborda los procesos de exclusión social, pobreza y desigualdad en la ciudad de Campos dos Goytacazes. Es una ciudad importante en la red urbana del estado de Río de Janeiro, constituyendo un centro regional relevante en el suministro de comercio y servicios. Al igual que otras ciudades en Norte Fluminense, Campos dos Goytacazes también ha sido utilizada para apoyar actividades de exploración petrolera en la cuenca de Campos. A pesar de su importancia y dinámica económica, la ciudad ha sido marcada por una alta exclusión social que, en el tejido urbano, tiene una expresión territorial. En este texto, intentamos abordar la desigualdad desde la perspectiva de la exclusión social, buscando contribuir a la producción y lectura de indicadores sociales territorializados de Campos dos Goytacazes - RJ, dando visibilidad a las áreas de inclusión y exclusión social, a través de la espacialización de los datos secundarios de los últimos dos censos demográficos (2000 y 2010) divulgados por el Instituto Brasileño de Geografía y Estadística (IBGE). Con base en los indicadores, espacializamos los datos y verificamos la concentración de sectores marcados por la alta exclusión al norte de la ciudad, teniendo como gran división el río Paraíba do Sul.
Palabras clave: Desigualdad, exclusión social, Campos dos Goytacazes.
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Touhami, Slimane. "La inclusió." Pedagogia i Treball Social 9, no. 2 (December 24, 2020): 111. http://dx.doi.org/10.33115/udg_bib/pts.v9i2.22547.
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<p>Aquest breu article presenta el concepte d’inclusió i explica l’èxit que ha tingut en determinats contextos, que el consideren un avenç respecte conceptes usats anteriorment (com el d’integració) pel fet que posa l’accent en les adaptacions que han de fer les institucions, les empreses, els serveis i el conjunt de la societat per facilitar la participació en termes d’igualtat de totes les siguin quines siguin les seves “singularitats”. L’article serveix d’introducció a l’article següent que a propòsit del concepte “reconeixement”, també assenyala que s’adrecen a les accions que han de fer les persones i les institucions de la majoria (enlloc d’assenyalar allò que s’espera que facin les persones excloses o els col·lectius considerats “diferents”). Finalment l’article assenyala 3 requisits que s’han de donar pera que el projecte social i de valors que representa “la inclusió” es desenvolupi amb èxit: l’establiment d’un marc legal que la fomenti; la revisió i la superació de les representacions negatives que menystenen a determinats col·lectius i les seves produccions (punt aquest que, altra vegada, té molt a veure amb el concepte de reconeixement); Ia consolidació de dinàmiques de treball que afavoreixin un relació menys jeràrquica i més participativa amb les persones a incloure.</p>
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Guebert, Mirian Célia Castellain, and Mariano Araujo Rodrigues. "Sistema educativo em Moçambique: as estratégias internacionais de inclusão." Revista Interdisciplinar de Direitos Humanos 9, no. 1 (June 25, 2021): 255–74. http://dx.doi.org/10.5016/ridh.v9i1.51.
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Este artigo tem o objetivo de auxiliar na compreensão de como são implementadas as estratégias internacionais de inclusão no sistema educativo em Moçambique. O estudo tem como base teórica Freire (2014); Rosa (1998/2004); Brandão (1986); Bolacha (2013); Chambal (2007); Rodrigues (2008) incluindo as recomendações da UNESCO (1990) e o Plano Estratégico Para Educação De Moçambique (PEE 1998-2003). A escolha dessas publicações se deu devido ao alto grau de representatividade na implantação do sistema educativo inclusivo em Moçambique, que consiste a centralidade da educação como a força de mudança, instrumento de superação das barreiras de exclusão e a construção da cidadania, potencializando a conquista do ser sujeito na vida social. Quanto à metodologia, utilizou-se da pesquisa documental, que viabilizou o entendimento do contexto histórico, econômico, educacional e social de Moçambique. Para a realização das análises foram considerados os pressupostos defendidos nos documentos internacionais para a implementação da inclusão escolar, sustentada por uma análise do contexto. Das constatações se pode afirmar que a educação inclusiva é um direito social e a sua promoção é de responsabilidade do Estado. Essa educação deve ser acompanhada por ações que impactem de forma direta a vida do cidadão, numa estratégia gradual, contínua e sistemática, sendo oferecida a todos, independentemente de suas características físicas, econômica, sociais e ou culturais. Em outras palavras, o Estado deve garantir um processo educacional de qualidade, que amplie as relações intersociais, por meio de práticas pedagógicas alicerçadas no princípio da equidade para superação de toda e qualquer dificuldade que se interponha à construção de uma escola democrática. Nesse sentido a educação inclusiva, contribui na edificação de uma sociedade justa, livre de preconceitos como forma de promover a dignidade humana.
Sistema educativo en Mozambique: as estrategias de inclusión internacional
Este artculo tiene o objetivo de ayudar a compreender cómo se implementan las estrategias inclusión internacional el sistema educativo em Mozambique. El estúdio se basa teóricamente Freire (2014); Rosa (1998/2004); Brandão (1986); Bolacha (2013); Chambal (2007); Rodrigues (2008) incluidas as recomendaciones de la UNESCO (1990) y el Plan Estratégico Para Educación en Mozambique (PEE 1998-2003). La elección de estas publicaciones se debi[o al alto grado de representación del sistema educativo inclusivo em Mozambique, que consiste em la centralidad de la educación como a fuerzade cambio, um instrumento de superar las barreras de la exclusión y la construcción de ciudadanía, potenciando el logro del ser sujeto em la vida social. Em cuanto a la metodologia, se utilizo la investigación documental, que permitiócompreender el contexto histórico, económico, educativo e social de Mozambique. Para la realización de las análisis se consideraron los supuestos formulados em los documentos internacionales para la implementación de la inclusão escolar, apoyadas em um analisis del contexto. De los hallazgos se puede decir que la educación inclusiva es un derecho social y su promoción es responsabilidad del Estado. Esta Educación debe ir acompañada de acciones que impacten diretamente em la vida del ciudadano, em uma estrategia gradual, continua y sistemática, ofreciéndose a todos, independentemente de sus características físicas, económica, sociales o culturales. Es decir, el Estado debe garantizar un processo educativo de calidad, que amplíe las relaciones intersociales, a través de prácticas pedagógicas basadas em el princípio da equidad para superar todas y cada uma de las dificultades que se interponem em el caminho de la construcción de uma escuela democrática. Es este sentido, la Educación inclusiva, contribuye a la construción de una sociedade justa, libre de prejuicios como forma de promover la dignidad humana.
Palabras clave: Educación em Mozambique. Educación inclusiva. Derechos humanos
Educational system in Mozambique: international inclusion strategies
This work ains understand how they are implemented as international strategies for inclusion in the Education suystem in Mozambique, having as basis Freire (2014), Rosa (2004), Brandão (1986), Bolacha (2013); Chambal (2007); Rodrigues (2008), and recomendation from UNESCO (1990) and Strategic Education Plan for Moçambique PEE (1998-2003). The choice of these publications was due to the high degree of representativeness in the implementation of the inclusive Educational sytem in Mozambique, which consists of the centrality of education as the force for change, and instrument for overcoming the barriers of exclusion and the construction of citizenship, enhancing the conquest of your being subject in social life. As for the employee, it uses documentar research, which as a natural source of information, made it possible to understand the historical, economic, Educational and social context of Mozambique. Inorder to carry out the analyzes, the assumptions of inclusion supported by na analysis of the contexto were considered. From the findings it can be said that inclusive education is a social rights and promotion the resposibility of the State, it must be accompanied by actions that directly impact the life of the Citizen, in a gradual, continuous, systematic way, being offered to all regardless of their physical, economic, social and cultural characteristics, that is must open students with disabilities, guaranteeing a quality Educational porcess, which expands inter-social relations guarantes a teaching practic with principles of equily to overcome any all difficulties thea stands in the way of Building a democratic Scholl. Whitin the scope of na inclusive education, contributes to the Building of a just Society, free from prejudice as a way promoting human dignity.
Keywords: Education in Mozambique, Inclusive education, Human rights.
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Ávila Pedroza, Mayra Stephanie, and Néstor Mario Noreña Noreña. "Gypsy culture: Exclusive social process within inclussion." Cultura, Educación y Sociedad 7, no. 1 (January 1, 2016): 9–22. http://dx.doi.org/10.17981/cultedusoc.07.1.2016.1.
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Randolph, Rainer. "Determinações Estratégicas e Potencialidades de Transformação do Programa Favela-Bairro." GEOgraphia 3, no. 5 (September 21, 2009): 58. http://dx.doi.org/10.22409/geographia2001.35.a13400.
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Resumo O trabalho procede a uma meticulosa análise das proposições do Programa Favela Bairro e aponta que, como qualquer política governamental que pretende modificar o quadro de exclusão/inclusão em sociedades como a brasileira, tem uma abrangência limitada. Mesmo assim. quando comparamos as esferas da intervenção do Programa com as categorias e patamares da exclusão/inclusão social fica evidente seu caráter seletivo, mas diversificado. Abstract This paper makes a meticulous analysis on the Favela-Bairro Program propositions and points out that, as any government policy which intends to modify the exclusion / inclusion framework in societies: Societies like the brazilian, has a limited range. Even so, when we compare the Program scales of intervention with the categories and paths of social exclusion / inclusion its selective, but diversified, character shows off.
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Randolph, Rainer. "Determinações Estratégicas e Potencialidades de Transformação do Programa Favela-Bairro." GEOgraphia 3, no. 5 (September 21, 2009): 58. http://dx.doi.org/10.22409/geographia2001.v3i5.a13400.
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Resumo O trabalho procede a uma meticulosa análise das proposições do Programa Favela Bairro e aponta que, como qualquer política governamental que pretende modificar o quadro de exclusão/inclusão em sociedades como a brasileira, tem uma abrangência limitada. Mesmo assim. quando comparamos as esferas da intervenção do Programa com as categorias e patamares da exclusão/inclusão social fica evidente seu caráter seletivo, mas diversificado. Abstract This paper makes a meticulous analysis on the Favela-Bairro Program propositions and points out that, as any government policy which intends to modify the exclusion / inclusion framework in societies: Societies like the brazilian, has a limited range. Even so, when we compare the Program scales of intervention with the categories and paths of social exclusion / inclusion its selective, but diversified, character shows off.
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Ghenţa, Mihaela, and Elen-Silvana Bobârnat. "Determinanți ai excluziunii sociale în rândul persoanelor vârstnice." Sociologie Romaneasca 19, no. 1 (May 31, 2021): 87–97. http://dx.doi.org/10.33788/sr.19.1.4.
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The paper presents the results of a qualitative research conducted among providers of social and socio-medical services for older persons. The research objectives were to collect opinions with regard to the societal transformations that constitute risk factors for the social inclusion of the elderly; to identify the dimensions of social inclusion of the elderly in Romania most impacted by the societal transformations, as well as measures and actions that could counter acting the negative effects of social exclusion of the elderly. Data collection included semi-structured interviews with experts from social and health care services providers. Technological transformations, the ageing phenomenon, the migration, the negative perceptions regarding the elderly population; the uneven development of urban areas compared to rural areas, are most likely to influence the social exclusion of older persons. Participation in cultural, sports, and voluntary activities, access to appropriate social and health care services and housing conditions may lead to a better social inclusion.
Dissertations / Theses on the topic "Inclusió i exclusió social"
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Roca, i. Caparà Núria. "Construint identitats flexibles. Joves adults d'origen extracomunitari entre processos d'inclusió i exclusió social." Doctoral thesis, Universitat Autònoma de Barcelona, 2009. http://hdl.handle.net/10803/5533.
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L'augment dels flux migratoris dels darrers anys ha generat canvis demogràfics, culturals i socials. Les migracions internacionals modifiquen les identitats globals i les personals. Un dels col·lectius que viu més processos de transformació són els fills i filles de famílies immigrades extracomunitàries. Aquesta tesi fa un apropament als contextos i condicionants que influeixen en els processos identitaris dels fills i filles de famílies que han realitzat trajectòries i experiències de migració a la ciutat de Barcelona. Líinterès en examinar les seves identitats respon al fet que es tracta díun col·lectiu de població recent, encara prou desconegut, que requereix díestudis i anàlisi perquè tenen i tindran un paper protagonista en la societat del futur que sorgirà díaquesta societat del present, i de líaquí. Líestudi dóna veu a nois i noies, perquè ens expliquin les seves vivències, emocions, percepcions, expectatives i experiències de vida a través del procés migratori familiar i/o personal, amb líobjectiu de comprendre el procés identitari que van construint com persones i a les situacions de discriminació que, històricament, operen per raó díorigen. Líobjectiu de la recerca és conèixer i descriure quin és el procés de construcció de la identitat dels joves, fills i filles de famílies immigrades, i de quina manera influeixen els contextos díinclusió i exclusió en les seves trajectòries de vida. Els relats biogràfics dels joves entrevistats mostren que construeixen identitats culturals flexibles, malgrat viure contextos i circumstàncies de discriminació, que els hi atorga capital cultural i humà, i els posiciona amb avantatge en la construcció díuna societat multicultural justa i integradora. Es tracta de joves amb identitats obertes i positives, amb enculturació i aculturació additiva i implicativa, que cerquen legitimitat a base de resistències i projectes. Són navegadors culturals que poden actuar de pont entre diversitat de col·lectius perquè sumen cultura díorigen i de dest. Es detecta una influència favorable a les identitats flexibles en els nois i noies sorgits de la migració quan el reagrupament familiar es realitza en líedat infantil, la relació familiar no viu conflictes culturals greus, la família realitza una bona adaptació i integració social, síobté el permís de treball i la nacionalitat sense problemes jurídics, es mantenen relacions socials i hi ha bones xarxes socials, i, finalment, quan no es viuen trajectòries de marginació social. Líestructura díoportunitats, les connexions socials i líassegurança de drets socials (educatius i laborals, principalment), polítics i jurídics asseguren capital social als joves i són arguments per a la inclusió social i per a la consecució díidentitats flexibles, obertes i positives.The increase in migratory flows in recent years has led to demographic, cultural and social changes. International migrations modify global and personal identities. One of the groups that experiences most transformation processes is that of the children of immigrant families from non-EU member countries. This thesis makes an approximation to the contexts and conditioners that influence the identity processes of the children of families that have carried out migratory trajectories and experiences in the city of Barcelona. The interest in examining their identities responds to the fact that it is a recently arrived group of the population, still fairly unknown, which requires studies and analyses because they play and will play a significant role in tomorrows society which will grow out of todays society, here and now. The study aims to give a voice to the young people so that they can tell us about their emotions, perceptions, expectations and life experiences through their family and/or personal migratory process with the aim of understanding the identity process they construct as people and the discrimination to which, historically, they are subjected due to their origin. The objective of the research is to get to know and to describe the process of identity construction of young people who are the children of immigrants and how the contexts of inclusion and exclusion affect their life trajectories. The biographical stories of the young people interviewed show that they construct flexible cultural identities, despite experiencing contexts and circumstances of discrimination, which gives them a cultural and human capital and provides them with an advantage in the construction of a fair, integrating multicultural society. They are young people with open, positive identities, with enculturation and additive and implicated acculturation, who look for legitimacy based on resistance and projects. They are cultural navigators who can act as a bridge between a diversity of groups because they benefit from the culture of their origin and of their destination. A favourable influence on the flexible identities is detected in young people from immigrant families when the family reunification occurs while they are still infants, the family relations do not experience serious cultural conflicts, the family adapts correctly and integrates socially, work permits and nationality are obtained without legal problems, social relationships are maintained and there are good social networks and, finally, when they are not subjected to trajectories of social marginalisation. The structure of opportunities, the social connections and the securing of social rights (mainly educational and work ones) and political and legal rights ensure social capital for these young people and are arguments for their social integration and for obtaining flexible, open, positive identities.
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Cantos, Egea Jessica. "Determinantes psicosociales de salud en procesos de exclusión e inclusión social." Doctoral thesis, Universitat Rovira i Virgili, 2021. http://hdl.handle.net/10803/671947.
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Aquesta tesi doctoral pretén investigar la forma en què diferents factors de risc disruptivos així com el benestar
psicològic, benestar social i uns certs estils d'afrontament, influeixen en la salut autopercibida en persones en
situació d'inclusió i exclusió social. La finalitat última és identificar factors psicosocials que poden convertir-se en
moduladors de salut en trajectòries d'inclusió i exclusió social, per a orientar polítiques anticipatòria, reactives o
estratègiques per a reduir les inequidades en salut. Amb aquest propòsit es van administrar diferents qüestionaris
per a avaluar la salut autopercibida, el benestar psicològic i benestar social i conèixer el maneig de diferents estils
d'afrontament en una mostra de 210 persones: 107 en situacions d'inclusió social i 103 en situació d'exclusió social.
Amb els resultats obtinguts es va evidenciar quines dimensions de benestar psicològic, benestar social i estils
d'afrontament podrien convertir-se en moduladors saludables per a millorar els estats de salut i per tant la qualitat de
vida. Es proposen dos models; model de determinants psicosocials de salut en procesos d'inclusó social i el model
de determinants psicosocials de salut en procesos d'exclusió social.Esta tesis doctoral pretende investigar la forma en que diferentes factores de riesgo disruptivos así como el bienestar psicológico, bienestar social y ciertos estilos de afrontamiento influyen en la salud autopercibida en personas en situación de inclusión y exclusión social. La finalidad última es identificar factores psicosociales que pueden convertirse en moduladores de salud en trayectorias de inclusión y exclusión social, para orientar políticas anticipatoria, reactivas o estratégicas para reducir las inequidades en salud. Con este propósito se administraron diferentes cuestionarios para evaluar la salud autopercibida, el bienestar psicológico y bienestar social y conocer el manejo de diferentes estilos de afrontamiento en una muestra de 210 personas: 107 en situaciones de inclusión social y 103 en situación de exclusión social. Con los resultados obtenidos, se evidenció qué dimensiones de bienestar psicológico, bienestar social y estilos de afrontamiento podrían convertirse en moduladores saludables para mejorar los estados de salud y por ende la calidad de vida. Se proponen dos modelos; modelo de determinantes psicosociales de salud en procesos de inclusión social y el modelo de determinantes psicosociales de salud en procesos de exclusión social.
This doctoral thesis aims to investigate how different disruptive risk factors as well as psychological well-being, social well-being and certain coping styles influence self-perceived health in people in a situation of social inclusion and exclusion. The ultimate aim is to identify psychosocial factors that can become health modulators in trajectories of social inclusion and exclusion, in order to guide proactive, reactive or strategic policies to reduce health inequalities. For this purpose, different questionnaires were administered to assess self-perceived health, psychological-social well-being and the management of different coping styles in a sample of 210 people: 107 in situations of social inclusion and 103 in situations of social exclusion. The results obtained will show which dimensions of psychological and social well-being and coping styles could become healthy modulators to improve health states and therefore quality of life, both in processes of social inclusion and social exclusion and two models are proposed: the model of social determinants of health in social inclusion processes and the model of psychosocial determinants of health in social exclusion processes.
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López-Dóriga, de Dalmau Maria. "Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/665878.
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Amb la consolidació d’un sistema educatiu comprensiu i obligatori fins als setze anys es fa evident el desencaix entre un grup d’adolescents i l’institut, entre l’escola i joves que abans de fer setze anys diuen no a l’aprenentatge. Es tracta de nois i noies que no queden integrats a les institucions educatives però tampoc ho fan en cercles socials, culturals i comunitaris. Així, si bé les manifestacions més visibles d’aquesta problemàtica al instituts han estat la transgressió de la norma, l’absentisme i el baix rendiment acadèmic per part d’aquets nois, és tracta d’un col·lectiu que, per sobre de tot, comparteix una condició de vulnerabilitat que es tradueix en itineraris biogràfics marcats per l’adversitat i en vivències limitades pels pocs recursos socials, econòmics i culturals amb què compten els seus entorns. Davant aquesta realitat, la investigació que presentem té la finalitat última d’aportar un sistema pedagògic que ajudi a posar en marxa pràctiques que facin possible la reconnexió i integració d’aquests adolescents al sistema. Per fer-ho, hem optat per una investigació qualitativa de tall etnogràfic. Ens hem nodrit de dues fonts principals: el treball de camp i les fonts bibliogràfiques. Per una banda, durant un any i mig, hem fet observació participant a tres Unitats d’Escolarització Compartida (UEC). És tracta de recursos educatius que donen resposta als adolescents que són expulsats dels instituts per temes de comportament essencialment però que encara estan en edat d’escolarització obligatòria. L’observació a tres UEC – Cruïlla, Cancuní i Esclat – ens ha permès recollir informació relativa a activitats que aconsegueixen una transformació substantiva sobre aquests joves. La segona font d’informació ha estat la revisió d’experiències dutes a terme en un passat i en l’actualitat que ens han permès visualitzar mecanismes pedagògics efectius amb aquesta població. Tot plegat, i a través d’un procés d’anàlisi qualitatiu, ha resultat en l’elaboració de disset relats etnogràfics sobre bones pràctiques educatives, 17 mapes conceptuals corresponents a les pràctiques descrites i un sistema pedagògic on s’ofereix una classificació de bones pràctiques per adolescents vulnerables segons les finalitats educatives que persegueixen, tot desenvolupant el sentit educatiu i els trets educatius principals de cada agrupació establerta.With the consolidation of a comprehensive and compulsory educational system up to the age of sixteen, it is evident that there is a distance between a group of adolescents and the institute, between the school and young people who, before turning sixteen, say “no” to learning. These are boys and girls that are not integrated into educational institutions but nor do in social, cultural and community circles. Thus, although the most visible manifestations of this problem in the institutes have been the transgression of the norm, the absenteeism and the low academic achievements, we are talking about a group of guys that share a vulnerability condition. This translates to biographical itineraries marked by adversity and in experiences limited by the few social, economic and cultural resources that are in their environments. In view of this situation, the research we present has the ultimate purpose of providing a pedagogical system that helps to put into practice activities that make it possible to reconnect and integrate these teens into the system. To do this, we have opted for a qualitative ethnographic investigation. We have been fed by two main sources: field work and bibliographic sources. On the one hand, for a year and a half, we have made an observation participating in three Units of Shared Schooling (UEC). It is educational resources that respond to adolescents who are expelled from the institutes, due to behavioral issues essentially, but are still under mandatory schooling. The observation in three UEC - Cruïlla, Cancuní and Esclat - has allowed us to collect information related to activities that achieve a substantive transformation on these young people. The second source of information has been the revision of experiences carried out in the past and at present that have allowed us to visualize effective pedagogical mechanisms with this population. All in all, and through a qualitative analysis process, it has resulted in the elaboration of seventeen ethnographic reports on good educational practices, seventeen conceptual maps corresponding to the described practices and a pedagogical system for vulnerable adolescents conformed by good practices that have been organized according to the educational aims they pursue.
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Oliveira, Maria Cecília Rodrigues de. "O processo de inclusão social na vida de adolescentes em conflito com a lei." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-07052003-114821/.
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Os debates no universo conceitual sobre exclusão parecem deixar em segundo plano o foco que ilumina as análises baseadas na injustiça social que propõe pensar a exclusão como processo complexo e multifacetado, do qual a inclusão é parte constitutiva. Diante da ineficiência das propostas no atendimento a adolescentes em conflito com a lei que não tem levado em conta tal complexidade; da visão estigmatizada da sociedade sobre eles; e do número elevado de internações por ano na FEBEM-RP, propôs-se este estudo, com o objetivo de caracterizar a vida cotidiana desses jovens, identificar as percepções, concepções e crenças sobre as experiências vividas e, investigar as propostas de mudanças que possam facilitar o processo de inclusão social de jovens que praticaram delito. Participaram deste estudo onze adolescentes, do sexo masculino, com idades entre 15 e 18 anos, internos na FEBEM-RP, e seis funcionários da instituição. A entrevista individual com roteiro semi-estruturado foi o principal instrumento de coleta de dados, sendo complementada por notas em diários de campo e transcrições de trabalhos grupais. As falas dos funcionários também foram utilizadas como dados complementares para conferir ênfase ao tema que estava sendo abordado. A análise qualitativa dos dados, com enfoque interpretativista, privilegiou os pontos de vista dos entrevistados, iluminando os momentos-chave de sua existência. As análises dos dados mostraram que as várias facetas que compõem o processo de exclusão na vida desses jovens parecem ser apontadas por eles como as dificuldades encontradas para viverem o dia-a-dia longe das infrações. A vida concreta dos adolescentes entrevistados é percebida por eles pela precariedade, não só econômica, mas também de vínculos, que são calcados na violência, na provisoriedade e na instabilidade, perpassados por aspectos psicossociais como estigmatização e culpabilização. A vivência dessa realidade parece gerar sofrimento, freqüentemente, expresso pela revolta como forma de demonstrar a inconformidade diante das condições de existência e dos tratamentos recebidos. A coexistência desses motivos, dentre outros, acrescidos da humilhação, tanto na família como na escola, e da discriminação e truculência com que referem ser tratados pela polícia parecem favorecer a inclusão no mundo do crime. Outra faceta que faz com que estejam inseridos no mundo de forma injusta e pouco digna, diz respeito à vulnerabilidade frente ao desenvolvimento e exercício da vida sexual e reprodutiva, além de se perceberem mais vulneráveis em decorrência das rígidas regras de convivência estabelecidas entre seus pares, que tornam iminente o risco de morte. Referem ser coagidos pela polícia para assumirem delitos que não praticaram, o que parece colaborar para que sejam internos repetidas vezes, perpetuando a idéia de um caminho sem volta. Referem que a FEBEM-RP é um local marcado pela diferença de tratamento que privilegia uns e banaliza o sofrimento de outros. Na vida dos jovens entrevistados, a dialética da exclusão/inclusão também se manifesta pela confirmação, negação ou construção da identidade, que no caso deles, parecem forjadas de maneira a manter as estratégias de regulação de poder, sendo reconhecidos, predominantemente, por seus delitos. Expressam o desejo de parar de infracionar e realizam propostas que incluem a profissionalização, a retomada dos estudos, a aplicação da medida de semiliberdade, dentre outros. Para isso, referem a necessidade de apoio profissional e familiar, dentro e fora da FEBEM-RP, sem os quais a inclusão poderá recair na armadilha de uma inclusão ilusória que discrimina, humilha e gera sofrimento. Para eles, a concretização das propostas pode significar o rompimento de um fatalismo cruel e contribuir para uma inclusão mais digna e justa.The debates in the conceptual area about exclusion seem to omit the focus that elucidates the social injustice-based analysis that has in view the concept of exclusion as being a complex and multi-faceted process, of which inclusion is an essential part. Facing the inefficiency of the proposals in attending adolescents that come into conflict with the law for not taking into consideration such complexity; also facing the social stigmatized view of these same adolescents; and the increased number of new boarders that FEBEM, in Ribeirão Preto, receives each year, this study has been presented, aiming to point out these youngsters´ daily life, identify the insights, conceptions and beliefs of the lived experiences, and investigate the changeover proposals that might favour the social inclusion of these youngsters that have committed some kind of trespass. Eleven male adolescents took part in this study, ranging from 15 to 18 years old, boarders at FEBEM, in Ribeirão Preto, and six employees that work for the institution. The individual interview with a semi-framed script was the major tool to gather data, being completed with fieldwork notes and transcription of group activities. The voices of the employees were also used as supplementary data in order to give emphasis to the topic being approached. The qualitative analysis of data, with an interpretative approach, favoured the point of view of the people interviewed, enlightening the key points of their existence. The analysis of data showed that the multiple facets that form the exclusion process in these youngsters lives seem to be mentioned by them as being the difficulties they come across to live their daily lives away from infractions. The interviewed adolescents´ real life is noticed by them for its precariousness, not only the financial one, but also the precariousness of bonds that are consolidated in violence, transitory feature and inconstancy, due to psychosocial aspects like stigmatization and culpability. Living this reality seems to cause suffering, often expressed by revolt as a way of demonstrating non-conformism before existence conditions and treatment toward them. The co-existence of these reasons, among other ones, added by humiliation, both at home and at school, and discrimination and cruelty they affirm to receive from the police seem to favour their inclusion in the criminal world. Another facet that causes them to live in the world in such an unfair and unworthy way concerns the vulnerability toward the development and practice of sexual and reproductive life, besides viewing themselves as being more vulnerable due to the rigid co-existence rules fixed among their partners, creating an imminent death risk. They affirm to be constrained by the police to take the blame for trespasses they didn´t commit, which seems to contribute for the act of putting them at the institution several times, perpetuating the concept of a situation with no way back. They affirm that FEBEM-RP is a place that is noticed by the difference in treatment that benefits some people while vulgarizes the suffering of others. In the interviewed youngsters` lives, the logic of exclusion/inclusion is also revealed by the confirmation, denial or construction of their identity, that in their case, seem to be engendered in order to support the strategies of authority regulation, being distinguished, predominantly, for their trespasses. They show an urge to quit trespassing and execute proposals that include professionalizing programs, going back to school, the application of a method of semi-freedom, among others. For this reason, they affirm to need professional and familiar support, inside and outside FEBEM-RP, without which their inclusion may fall back in the trap of an illusory inclusion that discriminates, humiliates and causes suffering. For these youngsters, the materialization of these proposals may mean the disruption of a cruel fate and contribute to a more worthy and fair inclusion.
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Simó, Algado Salvador. "La palabra y la acción: lucha contra la pobreza, salud(ocupacional) y ciudadanía a través de nuevas praxis universitarias." Doctoral thesis, Universitat de Vic, 2011. http://hdl.handle.net/10803/9325.
Full textAbstract:
La tesis doctoral está basada en un paradigma crítico hermenéutico. Supone el tercer ciclo de reflexión dentro de una Investigación Acción Participativa (IAP) iniciada en 2005 basada en el proyecto Miquel Martí i Pol, (ver www.jardimiquelmartipol.blogspot.com) donde estudiantes de terapia ocupacional han participado en la creación y mantenimiento de un jardín conjuntamente con personas en situación de exclusión social. El proyecto de DEA Una universidad donde confluyen la educación, la investigación y la ciudadanía supuso el segundo ciclo de reflexión en esta dinámica de acción reflexión propio de la IAP (ver http://www.recercat.net/bitstream/2072/5326/1/PROGRAMA+DE+DOCTORADO+FINALcat.pdf) La principal técnica de investigación han sido las historias de vida, junto a los diarios compartidos y las fotografías. El marco teórico ha desarrollado los conceptos básicos que abordo en el proyecto de educación, investigación e intervención social Miquel Martí i Pol, como son el encuentro con el Otro (personas con enfermedad mental y / o situación de pobreza), la pobreza, la salud desde una perspectiva ocupacional, la ciudadanía y el rol de la Universidad en el mundo contemporáneo.
La tesis ha generado conocimientos en relación a:
- Los determinantes sociales de la salud, especialmente sobre la importancia del empleo (trabajo) en la salud de las personas y en su sentimiento de ciudadanía y de pertenencia a la comunidad política.
- Nuevas praxis universitarias, en concreto basadas en la estrategia educativa del Aprendizaje Servicio que desarrolla un aprendizaje académico a la vez que ofrece un servicio a la comunidad. Se trata de un aprendizaje basado en la realidad y en el binomio docencia / investigación que supone una escuela de ciudadanía.
SUMMARY
The dissertation is based on a hermeneutic critical paradigm. It develops the third cycle of reflection within a Participatory Action Research (PAR) started in 2005 based on the project Miquel Marti i Pol (www.jardimiquelmartipol.blogspot.com) , where occupational therapy students participate in the creation and maintenance of a garden together with people experiencing social exclusion . The DEA project A university where education, research and citizenship flow together was the second cycle of reflection in this dynamic action of the IAP own reflection.
The main technique of investigation has been the life stories shared with shared diaries and photographs. The theoretical framework has developed the concepts: the Other (people with mental illness and / or poverty), poverty, health from an occupational perspective, citizenship and the role of universities in the contemporary world.
The thesis has generated knowledge regarding:
- The social determinants of health, especially on the importance of employment on the health of the people and their sense of citizenship and belonging to the political community.
- New university praxis based on Service. It is a reality-based learning that integrates teaching with research.
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Oliveira, Sonia Selene Baçal de. "O programa Bolsa Familia na cidade de Manaus : analise das dimensões da inclusão social e escolar." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251455.
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Orientador: Nora Rut KrawczykTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo analisa as dimensões da inclusão social do Programa Bolsa Família - PBF -, principal ação de transferência de renda com condicionalidades instituída pelo governo brasileiro, em outubro de 2003. Nessa perspectiva, a pesquisa buscou problematizar os pressupostos delimitados pelo referido programa, cujas premissas são o enfrentamento da pobreza, o acesso das famílias à rede de serviços públicos e o desenvolvimento de ações voltadas para a inserção dessa população na esfera produtiva. Ao compreendermos que a intenção desta política social é, sobretudo, elevar os níveis de escolaridade dos beneficiários para interromper o chamado "ciclo da pobreza" entre as gerações, o estudo faz uma reflexão sobre a participação das famílias no programa e discute as possíveis mudanças que ocorreram no âmbito educacional após o ingresso destas no PBF. Nesse sentido, os procedimentos metodológicos utilizados foram: a aplicação de formulários aos pais e aos alunos, bem como a realização de entrevistas semi-estruturadas com os gestores do programa na cidade de Manaus. O trabalho revela que, o recebimento do benefício tem contribuído para diminuir a condição de privação das famílias em relação ao atendimento de suas necessidades imediatas. Assim como, reflete na diminuição das dificuldades para a freqüência dos educandos à escola. No entanto, o estudo aponta alguns entraves para consolidação dessa política social.
Abstract: This study analyses the social inclusion dimensions of the Program "Bolsa Família" - PBF -, which is the main action of income transference with conditionality instituted by the Brazilian Government, in October, 2003. In this perspective, this research aimed to problematize the presuppositions delimited by the referred program, whose premises are the poverty confrontation, the families' access to the net of public services and the development of actions which concern the insertion of this population into the productive sphere. When comprehending that the intention of this social policy is, above all, to raise its beneficiaries' scholarship levels in order to interrupt the so called "cycle of poverty" among the generations, this study makes a reflection about the participation of the families into the PBF and also discusses about the possible changes which occur in the educational scope after their ingression. This way, the methodological procedures used were: application of forms to the parents and pupils, as well as the accomplishment of half-structuralized interviews with the managers of the program in the city of Manaus. The project reveals that the benefit receiving has contributed to the reduction of the families' privation condition in what refers to the attendance of their immediate necessities; as well as, it reflects the reduction in the difficulties to the pupils' school attendance. However, the study highlights some impediments to the consolidation of this social policy.
Doutorado
Ciencias Sociais na Educação
Doutor em Educação
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Anderson, Jeanine. "Exclusión e inclusión social en un estudio interdisciplinario." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/115170.
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Tavares, Eliana de Andrade Sarmento. "RESIDENCIAL ITAMARACÁ: UMA POLÍTICA DE INCLUSÃO SOCIAL NA CIDADE DE GOIÂNIA-GOIÁS." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/2156.
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Previous issue date: 2011-05-09That dissertation aims at to evaluate the powder-occupation of the Residential Habitational Group Itamaracá, Goiânia, Goiás, in relation to the conditions that the built atmosphere offers in goods and social services and the social impact related to the habitat. The residents of the habitational group are families that resided in situation of risk e/ou in areas green, public, among other, of the city. The city hall, in the administrative exercise from 2001 to 2004, created the project Dom Fernando, with the objective of urbanizing subnormal establishments, and to build habitational groups for families of low income that lived in risk situation the life and in poverty conditions it exalts, whose financing was originating from the Program to Inhabit Brazil/BID. THE habitat of the Residential Habitational Group Itamaracá looks for in providing a home space he/she deigns to your residents, with a politics of social inclusion. That research intends to evaluate the powder-occupation with emphasis to look the built atmosphere, in the professional social worker vision, in the social dimension to be observed infrastructure, transport, education, and other - under the light of a critical theoretical framework considered the treated concepts according to the socialist slope, that comes as a need of critical evaluation of the past and of the present in respect to the social differences, once the effective order of the capitalist system, the real estate capital exposes expressions of the social subject to the urban population of Goiânia and of the Brazilian cities.
Esta dissertação objetiva avaliar o pós-ocupação do Conjunto Habitacional Residencial Itamaracá, Goiânia, Goiás, em relação às condições que o ambiente construído oferece em bens e serviços sociais e o impacto social relacionado ao habitat. Os moradores do conjunto habitacional são famílias que residiam em situação de risco e/ou em áreas verdes, públicas, dentre outras, da cidade. A prefeitura, no exercício administrativo de 2001 a 2004, criou o Projeto Dom Fernando, com o objetivo de urbanizar assentamentos subnormais e construir conjuntos habitacionais para famílias de baixa renda que moravam em situação de risco a vida e em condições de pobreza extrema, cujo financiamento foi proveniente do Programa Habitar Brasil/BID. O habitat do Conjunto Habitacional Residencial Itamaracá busca proporcionar um espaço de moradia digna aos seus moradores, com uma política de inclusão social. Esta pesquisa propõe avaliar a pós-ocupação com ênfase a olhar o ambiente construído, na visão do profissional assistente social, na dimensão social a ser observada infraestrutura, transporte, educação, e outros sob a luz de um referencial teórico crítico, considerados os conceitos tratados segundo a vertente socialista, que se apresenta como uma necessidade de avaliação crítica do passado e do presente em respeito às diferenças sociais, uma vez que a ordem vigente do sistema capitalista, o capital imobiliário, expõe expressões da questão social à população urbana de Goiânia e das cidades brasileiras.
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Sousa, Albete Freitas de. "Inclusão social através da valorização da diversidade Lingüística." Faculdades EST, 2009. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=152.
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Este trabalho tenciona apresentar uma análise da exclusão social na escola,
desenvolvendo uma abordagem desde os modelos de alfabetização mais
diversificados e de épocas diversas, tomando como base a alfabetização e o
letramento. Desenvolve, também, a importância da Lingüística e da
Sociolingüística no estudo da educação formal, o papel do professor/educador
na promoção do indivíduo para o acesso à norma culta para, dessa forma,
possibilitar a inclusão social através da valorização da diversidade lingüística,
propondo, então, um projeto de inclusão social - o Projeto de Nivelamento
Lingüístico - para alunos do Ensino Superior da Faculdade de Ciências
Educacionais - FACE.This research presents an analysis of social exclusion in school, developing an approach of diversified literacy models over the times. It develops also the importance of Linguistics and Sociolinguistics in study of formal education, the teachers/educators role in individuals development for the access to official norm, making possible the social inclusion through the valorization of linguistic diversity, by proposing a project of social inclusion - the Project of Linguistic Leveling - for students of the Faculdade de Ciências Educacionais - FACE.
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Lamonier, Elisângela Leles. "Perspectivas de futuro profissional das pessoas com deficiência e com necessidades educacionais específicas." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8425.
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The inclusion of people with disabilities and other specific educational needs poses a major challenge to education. This work intends to collaborate so that this educational paradigm seen as a challenge is broken. The same is linked to the line of research on Educational Policies, Management and Teacher Training, of the Programa de Pósgraduaçaõ em Educação - PPGE, of Universidade Federal de Goiás / Regional Jataí. The objective of this study is to understand the social representations of people with disabilities and other specific educational needs of the Instituto Federal de Educação, Ciência e Tecnologia Goiano - Campus Iporá, about their perspectives of professional future, as well as to identify and analyze the laws that support inclusive education, in the scope of public educational policies that safeguard their rights, both educational and professional. It presents as a starting point the questions: What are the public inclusion educational policies that ensure the rights of people with disabilities and other specific educational needs in vocational training courses? What are the social representations of people with disabilities and other specific educational needs about their future career prospects? In an attempt to answer them, the research will make use of the Theory of Social Representations TSR, as a theoretical-methodological contribution; also of the knowledge built on these historical subjects, as well as bibliographical and documentary research that will support the analysis of reality in what concerns the subjects of the research. For the data collection, we used the semi-structured interview. The research starts from the need to understand that inclusive education is present in all educational institutions and it needs observations of how it is happening and to understand if these contribute to the professional formation, creating perspectives of professional future in the subjects involved in the educational process. The study will be guided by Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), among other authors who see in TRS a search for answers to social phenomena; and the indictment of legislation that supports Inclusive Education in Brazil, such as: Constituição Federal/ 88, Estatuto da Criança e do Adolescente/ 90, Jomtien Convention (1990), Salamanca Declaration (1994), Law of Guidelines and Bases of Education - LDB (1996), Disability Rights of the UN (2006), National Policy on Special Education from the perspective of Inclusiva (2008), Lei Brasileira de Inclusão - BLI (2015), among several others considered relevant to the research. From the analysis, it is concluded that the subjects of the research value formation, anchor their future perspectives in education and work, by personal necessity, but mainly by valuing their "self" that historically and socially was excluded and marginalized. Even though they are aware of their future prospects, they are aware of the difficulties they will face in order to enter the labor market and the challenges that are still to come, mainly because it is not a natural process; on the contrary, the whole process of these subjects was historically marked by struggles and compulsion, as evidenced by the numerous laws that protect their rights as citizens.
A inclusão das pessoas com deficiência e com outras necessidades educacionais específicas representa um grande desafio para a educação. Este trabalho pretende colaborar para que esse paradigma educacional visto como desafio seja rompido. O mesmo está vinculado à linha de pesquisa sobre Políticas Educacionais, Gestão e Formação de Professores, do Programa de Pós-Graduação em Educação - PPGE, da Universidade Federal de Goiás/Regional de Jataí-GO. O objetivo deste estudo é compreender as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas, do Instituto Federal de Educação, Ciência e Tecnologia Goiano – Campus Iporá, sobre suas perspectivas de futuro profissional, bem como identificar e analisar as legislações que amparam a educação inclusiva, no âmbito das políticas públicas educacionais que resguardam seus direitos, tanto educacional como profissional. Apresenta como ponto de partida os questionamentos: Quais são as políticas públicas educacionais de inclusão que asseguram os direitos das pessoas com deficiência e com outras necessidades educacionais específicas nos cursos de formação profissional? Quais são as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas sobre suas perspectivas de futuro profissional? No intento de respondê-las, a pesquisa fará uso da Teoria das Representações Sociais – TRS, como aporte teórico-metodológico; também dos conhecimentos construídos sobre estes sujeitos históricos, além de pesquisa bibliográfica e documental que subsidiarão a análise da realidade no que tange os sujeitos da pesquisa. Para a coleta de dados utilizamos a entrevista semiestruturada. A investigação parte da necessidade de compreender que a educação inclusiva está presente em todas as instituições de ensino e necessita de observações de como ela está acontecendo e compreender se estas contribuem para a formação profissional, criando perspectivas de futuro profissional nos sujeitos envolvidos no processo educativo. O estudo será norteado pela TRS, representada por Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), entre outros autores que veem na TRS uma busca de respostas para os fenômenos sociais; e pelo indiciário de legislações que amparam a Educação Inclusiva no Brasil, como: Constituição Federal – CF/88, Estatuto da Criança e do Adolescente – ECA/90, Convenção de Jomtien (1990), Declaração de Salamanca (1994), Lei de Diretrizes e Bases da Educação – LDB (1996), Convenção sobre os Direitos das Pessoas com Deficiência da ONU (2006), Política Nacional da Educação Especial na perspectiva da Inclusiva (2008), Lei Brasileira de Inclusão – LBI (2015), entre diversas outras consideradas relevantes para a pesquisa. A partir das análises, conclui-se que os sujeitos da pesquisa valorizam a formação, ancoram suas perspectivas de futuro na educação e no trabalho, por necessidade pessoal, mas principalmente por valorização do seu “eu” que histórica e socialmente foi excluído e marginalizado. Porém, mesmo conscientes de suas perspectivas futuras, são conhecedores das dificuldades que enfrentarão para inserirem-se no mercado de trabalho e os desafios que ainda estão por vir, principalmente porque não é um processo natural; pelo contrário, todo o processo que tange estes sujeitos foi historicamente marcado por lutas e obrigatoriedade, como comprovado pelas inúmeras legislações que amparam os seus direitos como cidadão.
Books on the topic "Inclusió i exclusió social"
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Subba Rao, P., editor of compilation, Sivarama Krishna, B., editor of compilation, and Andhra University. Centre for Study of Social Exclusion and Inclusive Policy, eds. Social exclusion and inclusive growth. Ambala City, India: The Associated Publishers, 2013.
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Social exclusion and inclusive development. New Delhi: Sunmarg Publishers & Distributors, 2013.
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Identidade nacional, inclusão e exclusão social. Lisboa: Imprensa de Ciências Sociais, 2010.
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Andhra University. Centre for Study of Social Exclusion and Inclusive Policy, ed. Social exclusion, integration, and inclusive policies. Jaipur: Rawat Publications, 2010.
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Social exclusion inclusion continuum: A paradigm shift. Bangalore: Niruta Publications, 2012.
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Jolonch, Anna. Exclusió social: Dels marges al cor de la societat. Barcelona: Fundació Lluís Carulla, 2008.
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Jolonch, Anna. Exclusió social: Dels marges al cor de la societat. Barcelona: Fundació Lluís Carulla, 2008.
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editor, Lama-Tamang Mukta S., and Tribhuvana Viśvavidyālaya. Central Department of Sociology and Anthropology, eds. Perspectives on social inclusion and exclusion in Nepal. Kathmandu: Central Department of Sociology/Anthropology, Tribhuvan University, 2014.
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The inclusive society?: Social exclusion and New Labour. Houndmills, Basingstoke, Hampshire: Macmillan, 1998.
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Identity & society: Social exclusion and inclusion in Nepal. Kathmandu: Mandala Book Point in association with Social Inclusion Research Fund, 2009.
Find full textBook chapters on the topic "Inclusió i exclusió social"
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Azmat, Fara. "Social Exclusion and Social Inclusion." In Encyclopedia of the UN Sustainable Development Goals, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69625-6_50-1.
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Azmat, Fara. "Social Exclusion and Social Inclusion." In Encyclopedia of the UN Sustainable Development Goals, 977–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-95714-2_50.
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Rolly, Horst Friedrich. "Social inclusion and exclusion." In Theory and Praxis, 155–65. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge India, 2020. http://dx.doi.org/10.4324/9780367809508-12.
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Levitas, Ruth. "Three Discourses of Social Exclusion." In The Inclusive Society?, 7–28. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230372528_2.
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Levitas, Ruth. "Three discourses of social exclusion." In The Inclusive Society?, 7–28. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511552_2.
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Liamputtong, Pranee, and Zoe Sanipreeya Rice. "Stigma, Discrimination, and Social Exclusion." In Handbook of Social Inclusion, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48277-0_6-1.
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Iwatani, Ayako. "Streets as spaces of social inclusion and exclusion." In Rethinking Social Exclusion in India, 30–52. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge new horizons in South Asian studies: Routledge, 2017. http://dx.doi.org/10.4324/9781315270821-3.
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Jain, Anil. "Inclusion and Exclusion in the Cosmospolis." In Understanding Inequality: Social Costs and Benefits, 115–25. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-11663-7_6.
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Kucharczyk, Maciej. "Social Exclusion in Older-Age and the European Pillar of Social Rights." In International Perspectives on Aging, 421–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51406-8_33.
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AbstractThe European Pillar of Social Rights is about delivering new and more effective rights for Europeans. It builds upon 20 key principles, structured around three categories: equal opportunities and access to the labour market; fair working conditions; and social protection and inclusion. Directly relevant to older people, the Pillar has the potential to address the multidimensionality of exclusion in later life from a rights-based perspective – for example, by enhancing the rights to quality and affordable health and long-term care, to adequate pensions to live in dignity, to age-friendly working conditions and an inclusive labour market, or to access goods and services. Despite these valuable elements, there remains significant uncertainly around how the Pillar will achieve this and what kind of implemental actions might emerge across member states. This chapter analyses the potential of the European Pillar to address social exclusion of older people in Europe, the challenges that might impede its efforts, and the measures necessary to overcome such challenges.
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Middleton, Tristan, and Lynda Kay. "Social Communication Skills." In Using an Inclusive Approach to Reduce School Exclusion, 128–35. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429455407-14.
Full textConference papers on the topic "Inclusió i exclusió social"
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Krahmer, Emiel, Juliette Schaafsma, Marc Swerts, and Ad Vingerhoets. "Nonverbal responses to social inclusion and exclusion." In Interspeech 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/interspeech.2008-247.
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Zancanaro, Airton, Carla Grossl, Déborah Kosak Klagenberg, Kemely Kedny Pezzini, Letícia Hümmelgen, Nágila Cristina Hinckel, and Thainá Schroeder Ribeiro. "Inclusão digital: Um estudo preliminar sobre conceitos, dimensões, e implicações na sociedade." In Encontro Nacional de Computação dos Institutos Federais. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/encompif.2021.15941.
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As tecnologias digitais estão cada vez mais presentes na sociedade, no entanto, nem sempre elas são pensadas de forma a incluir, promovendo assim a exclusão. Este artigo tem a problemática: Quais as dimensões da inclusão digital na sociedade atual e quais os impactos da sua inserção na vida dos sujeitos? Como objetivo busca-se compreender as dimensões da inclusão digital e seus impactos na sociedade, por meio de uma pesquisa de natureza básica, abordagem descritiva e procedimentos de análise bibliográficos. Espera-se materializar as dimensões humana, social, física e tecnológica da inclusão digital, que amparadas pela didática e comunicação,servirão de base para construção de um método de inclusão digital.
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Durusoy Öztepe, Nagihan, and Çağla Ünlütürk Ulutaş. "Exclusion from Welfare Services in Turkey as a Social Exclusion Form." In International Conference on Eurasian Economies. Eurasian Economists Association, 2013. http://dx.doi.org/10.36880/c04.00762.
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The welfare regime of Turkey is classified in South European Welfare Modal. One of the main characteristics of this regime is lack of the inclusion of entire population. The aim of this presentation is analysing the exclusion of citizens from four main welfare services: health care, education, social security and social assistance. Datas of Turkey Staistics Institution’s (TURKSTAT) 2010 Household Budget Survey are used to examine the population excluded from basic welfare services. This study has found that %13,5 of the population is excluded from health insurance. %8,6 of the population are not completed any school. Furtheremore, %49,8 of theemployees are not under the covereage of social security system. % 3,3 of the population can access to social assistance.
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Uribe, Natalia, and Diana Carolina Gutierrez. "Clothing consumption practice and its impact on the transformation of “public space”. Vía primavera, El Poblado, Medellín." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6081.
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Clothing consumption practice and its impact on the transformation of “public space”. Vía primavera, El Poblado, Medellín. Diana Carolina Gutiérrez A, Natalia Uribe Lemarie1. 1Arquitecture and Design School. Universidad Pontificia Bolivariana. Circular 1 No. 70-01 Bloque 10, Medellín-Colombia E-mail: dianaguti456@gmail.com, natalia.uribelemarie@upb.edu.co Telephone: +573113313512, +573002348456 Keywords (3-5): Space organization, Fashion consumption, exclusion and inclusion processes. Conference topics and scale: Urban form and social use of space Via Primavera is a fashion district in El Poblado neighborhood that has become a public referent of city life in Medellin – Colombia; a space that is shown as inclusive and accessible to all types of collectives. This paper is part of a research which purpose is to understand the connection between the public space with its moral and physical organization and the exclusion processes that the clothing conspicuous consumption generates in Via Primavera. The analysis of this connection is subjected to a mutual play between prior structure and agency and the crystallization, or not, of its existence through an interrelation. In the same way, a concern about the city models resumed in the national and local development plans, and its relevance as the ones that set the social and economic ideal of public spaces arises. And ideal that contradicts with practice, where exclusion processes through consumption practices bring a tension in what is supposed to be public; breaking with its inclusive and collective character. References Archer, M. (1988). Cultura y teoría social. (H. Pons, Trad.) Buenos Aires: Ediciones Nueva Visión. Delgado, M. (2011). El espacio público como ideología. Madrid: La Catarata Park, R. E. (1925). The City. Suggestions for Investigation of Human Behavior in the Urban Environment. En R. E. Park, E. W. Burgess, & R. D. McKenzie, The City (pág. 239). Chicago: The University of Chicago Press. Veblen, T. (1899 [2012]). The Theory of the Leisure Class. An Economic Study of American Institutions and a Social Critique of Conspicuous Consumption. Massachusetts: Courier Corporation.
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Borga, Mariano. "MIL DÍAS PARA COMBATIR LA EXCLUSIÓN SOCIAL IRREVERSIBLE PRODUCIDA POR EL DAÑO CEREBRAL IRREPARABLE CAUSADO POR LA DESNUTRICIÓN." In Vulnerabilidad e inclusión. Hacia la resignificación de los derechos de la niñez. Instituto de Ciencias para la Familia - Universidad Austral, 2018. http://dx.doi.org/10.26422/icf.2017.cong04.bor.
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Custódio, Natalia, Daniel Lucena, Karoline Da Paz Macedo, and Isabel Nunes. "O idoso e a inclusão digital." In Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/desafie.2019.12192.
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According to the Dictionary Aurélio (2004), inclusion in the literal sense of the word means "to be part, to belong together with others". In addition, inclusion is about guaranteeing equal opportunities for access to what is sought, whether in school inclusion, social inclusion or digital inclusion. However, this term has undergone several resignitions due to its inability to satiate the exclusion group in its sense of contemplation of these equal opportunities, especially in a digital age. When we refer to digital inclusion we have to take into consideration another aspect of "belonging", which is suffocated by an exponential recycling routine of the digital content that each year brings the need for a new literacy of this digital age.
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Falchetti, Elisabetta, Pascuala Migone, Cristina Da Milano, and Maria Francesca Guida. "DIGITAL STORYTELLING AND LIFELONG LEARNING EDUCATION IN INFORMAL CONTEXTS: THE MEMEX PROJECT." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end065.
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This contribution intends to present the design, methodology and first results of MEMEX, a 3-year project (2019-2022) funded by the European programme Horizon2020, aimed at promoting social cohesion through collaborative, heritage-related tools that provide inclusive access to tangible and intangible cultural heritage (CH) and, at the same time, facilitates encounters, discussions and interactions between communities at risk of social exclusion. Cultural participation is conceived as a way to engage communities in lifelong learning processes taking place in informal contexts, aiming at promoting social inclusion and cohesion. To achieve these goals, MEMEX uses innovative ICT tools that provide a new paradigm for interaction with heritage through Digital Storytelling (DS), weaving heritage-related memories and experiences of the participating communities with the physical places/objects that surround them. The project encompasses the ICT tools and the use of DS in the framework of Audience Development (AD), defined as a strategic and dynamic process enabling cultural organisations to place audiences at the centre of their action. The use of DS applied to CH is highly related to lifelong learning processes, since it provides knowledge, understanding, awareness, engagement and interest, enjoyment and creativity. The evaluation of a number of DS produced by migrant women participating in a MEMEX pilot project in Barcelona confirms the validity and soundness of the methodology and the power of DS to engage in cultural experiences.
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Ribate, Maria Pilar, Clara Llanas, Laura Lomba, Estefania Zuriaga, Victor Lopez, Beatriz Giner, and Cristina Belen Garcia. ""Y ahora cómo lo digo", la asignatura pendiente en educación superior." In IN-RED 2019: V Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inred2019.2019.10458.
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Una sociedad inclusiva asegura a todas las personas las oportunidades y recursos necesarios para participar plenamente en la vida económica, social, política y cultural. Una persona vulnerable es aquella que padece una debilidad (familiar, relacional, socio-económica…) que hace que se encuentre en una situación de riesgo de exclusión social. Las personas con discapacidad intelectual es un colectivo que estaría incluido dentro de esta población en situación de riesgo reduciendo su participación en la vida social, aumentando su inseguridad y baja autoestima. Los proyectos de educación en valores permiten generar expectativas positivas en estos colectivos permitiendo a estas personas desarrollarse en un entorno más autónomo. Las actividades de Aprendizaje-Servicio son una herramienta que permite adquirir aprendizajes a través de la experiencia, los alumnos deben planificar, desarrollar y evaluar las actividades destinadas a la mejora de la comunidad. Con estas experiencias los alumnos de diferentes cursos del Grado en Farmacia y Educación Infantil y Primaria participaron en distintas actividades para mejorar la comunicación entre personas con discapacidad intelectual y los profesionales sanitarios. Igualmente los alumnos consiguieron profundizar más en los contenidos de las asignaturas implicadas y pusieron en práctica sus habilidades comunicativas, además de sensibilizarse con la problemática que rodea a esta población.
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Riabov, Oscar Raif. "European Strategy "Education Without Exclusion: Inclusion - Integration" Of The Region-University System." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.305.
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Basílio Simões, Rita, Inês Amaral, and Sílvio Santos. "MEDIA EDUCATION AND DIGITAL INCLUSION: TACKLING THE SOCIAL EXCLUSION OF DISADVANTAGED GROUPS IN EUROPE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1742.
Full textReports on the topic "Inclusió i exclusió social"
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Thompson, Stephen, Brigitte Rohwerder, and Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: Evidence from India. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/creid.2021.004.
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Around the world, people with disabilities can be the most marginalised in society. Having a disability and being a member of a religious minority or an excluded social group can compound the reasons why some people find themselves on the outskirts of social systems which normally provide financial and moral support and a sense of identity and belonging. A recent study from India found that identity markers such as religion, caste and gender can exacerbate the exclusion already experienced by people with disabilities. Taking deliberate steps to strengthen the social inclusion of people with disabilities who also come from minority religious groups and socioeconomically marginalised backgrounds can help them fulfil their potential to fully and effectively participle in society on an equal basis with others, and strengthen community ties, making the society in which they live more inclusive.
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Thompson, Stephen, Brigitte Rohwerder, and Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: A Case Study of People with Disabilities from Religious Minorities in Chennai, India. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/creid.2021.003.
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India has a unique and complex religious history, with faith and spirituality playing an important role in everyday life. Hinduism is the majority religion, and there are many minority religions. India also has a complicated class system and entrenched gender structures. Disability is another important identity. Many of these factors determine people’s experiences of social inclusion or exclusion. This paper explores how these intersecting identities influence the experience of inequality and marginalisation, with a particular focus on people with disabilities from minority religious backgrounds. A participatory qualitative methodology was employed in Chennai, to gather case studies that describe in-depth experiences of participants. Our findings show that many factors that make up a person’s identity intersect in India and impact how someone is included or excluded by society, with religious minority affiliation, caste, disability status, and gender all having the potential to add layers of marginalisation. These various identity factors, and how individuals and society react to them, impact on how people experience their social existence. Identity factors that form the basis for discrimination can be either visible or invisible, and discrimination may be explicit or implicit. Despite various legal and human rights frameworks at the national and international level that aim to prevent marginalisation, discrimination based on these factors is still prevalent in India. While some tokenistic interventions and schemes are in place to overcome marginalisation, such initiatives often only focus on one factor of identity, rather than considering intersecting factors. People with disabilities continue to experience exclusion in all aspects of their lives. Discrimination can exist both between, as well as within, religious communities, and is particularly prevalent in formal environments. Caste-based exclusion continues to be a major problem in India. The current socioeconomic environment and political climate can be seen to perpetuate marginalisation based on these factors. However, when people are included in society, regardless of belonging to a religious minority, having a disability, or being a certain caste, the impact on their life can be very positive.