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1
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.
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Peters, Michael A., and Tina A. C. Besley. "Social Exclusion/Inclusion: Foucault's analytics of exclusion, the political ecology of social inclusion and the legitimation of inclusive education." Open Review of Educational Research 1, no. 1 (January 2014): 99–115. http://dx.doi.org/10.1080/23265507.2014.972439.
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Borgneth, Lívia, Alice Hassano, Luciane Guedes, and Márcia Ribeiro. "Social management of disability: from exclusion to social inclusion, a bibliographic review." Residência Pediátrica 7, no. 2 (August 2017): 58–64. http://dx.doi.org/10.25060/residpediatr-2017.v7n2-02.
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Armada Crespo, José Manuel, Ignacio González López, and Mar Montávez Martín. "La expresión corporal: un proyecto para la inclusión (Corporal expression: a project for inclusión)." Retos, no. 24 (March 7, 2015): 107–12. http://dx.doi.org/10.47197/retos.v0i24.34538.
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El momento educativo en el que nos encontramos actualmente refleja la importancia de que la educación es una cuestión que concierne a todos y todas. En este caso el asunto referido es la educación inclusiva y sus bondades tanto a nivel académico como social. La UNESCO (2005) entiende la educación inclusiva como un proceso que permite responder a la diversidad de necesidades de todos los educandos mediante su participación en el aprendizaje, en actividades culturales y comunitarias reduciendo la exclusión a nivel académico y social. La educación inclusiva supone la transformación de los entornos educativos para dar repuestas apropiadas a las necesidades de todo del alumnado, siendo su principal objetivo que docentes y discentes entiendan la diversidad del alumnado como una oportunidad de enriquecimiento personal académico y profesional para todos y todas. Al hilo de esta cuestión, la investigación que se va a presentar a lo largo de este artículo refleja que el uso de la Expresión Corporal (EC) es una útil herramienta para la inclusión del alumnado considerado en desventaja social, ya que pone en juego la dimensión expresiva, comunicativa, creativa y estética (Coterón et al. 2008 y Montávez, 2012), en sinergia con las competencias del Real Decreto 1631/2006. Dichas dimensiones facilitan el desarrollo personal además de favorecer el trabajo cooperativo, por lo que la EC apunta a ser una estrategia generadora de espacios que permiten la inclusión del alumnado en desventaja social.Palabras clave: Expresión Corporal, educación inclusiva, actividades cooperativas.Abstract: The educational moment in which we are now reflects the importance that education is a question that concerns everyone. In this case the matter referred to is inclusive education and its benefits both academically and socially. UNESCO (2005) defines inclusive education as a process to respond to the diverse needs of all learners through participation in learning, cultural and community activities reducing exclusion at an academic and social level. Inclusive education involves the transformation of educational settings to tailor to all the students’ needs. Its main objective is that teachers and students get to understand student diversity as an opportunity for personal and professional enrichment. In line with this issue, the research that will be now presented in this article shows that the use of Corporal Expression is an useful tool for the inclusion of those students which are considered to be socially disadvantaged, as it sets into play the expressive, communicative, creative and aesthetic dimensions (Coterón et al. Montávez 2008, 2012), in synergy with the powers of the Law 1631/2006. Such dimensions would provide personal development and they would also enhance cooperative work, therefore the EC aims to be a strategy that generates spaces that allow the inclusion of socially disadvantaged students. Keywords: Corporal Expression, inclusive education, cooperative activities.
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Soto Ramirez, Juan. "Las estrategias de la inclusión." Revista Temas Sociológicos, no. 16 (July 8, 2014): 287. http://dx.doi.org/10.29344/07194145.16.289.
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Categoría: Comunicado Fecha de recepción: 28 de mayo de 2012 Fecha de aprobación: 28 de junio de 2012 Resumen El tema de la exclusión ha sido demasiado discutido en disciplinas como la sociología y la antropología social. Incluso en la psicología social la temática ha nutrido bastantes investigaciones. Como tópico ha dado lugar a innumerables reflexiones de grandes pensadores e intelectuales. Frente a las diversas facetas que ha adquirido la exclusión en el mundo contemporáneo, paulatinamente se han gestado diversos modos de inclusión más allá de la oposición material y simbólica que son dignos de ser analizados y discutidos. En este texto se discuten sólo tres: el mundo de las imitaciones, la conexión multifrénica y el entretenimiento de bajo nivel. Con el afán de apropiarse de una subjetividad que les ha sido negada, los ‘desafiliados’ de diversos sistemas simbólicos han optado por generar estrategias de inclusión en el ámbito de la vida cotidiana y son dignas no sólo de ser analizadas sino de ser discutidas. A lo largo de todo el texto se llama la atención sobre los heurísticos que apuntalan las formas contemporáneas del consumo. Palabras clave: Exclusión, Estrategias, Consumo, Entretenimiento, subjetividad, redes sociales Abstract The issue of exclusion has been overly discussed in disciplines such as sociology and social anthropology. Even in the social psychology, it has drawn considerable research interest. As a topic has led to countless thoughts of great thinkers and intellectuals. Given the different facets that exclusion has acquired the exclusion in the contemporary world, various modes have been increasingly developed beyond the material and symbolic opposition, which are worthy of being analyzed and discussed. In this paper, we discuss only three: the world of imitations, the ‘multifrenica’ connection and low level entertainment. In an attempt to seize a subjectivity that has been denied, the ‘unaffiliated’ from various symbol systems have chosen to generate strategies for inclusion in the scope of everyday life and are worthy not only be analyzed but to be discussed. Throughout all texts, it is emphasized the heuristics that underpin contemporary forms of consumption. Keywords: Exclusion, Strategies, Consumption, Entertainment, subjectivity, Social Networks * Profesor Titular C de Tiempo Completo de la Universidad Autónoma Metropolitana (UAM), Unidad Iztapalapa, México, D.F. Licenciado en Psicología Social por la Universidad Autónoma Metropolitana (UAM), Unidad Iztapalapa. Maestro en Psicología Social por la Facultad de Psicología de la Universidad Nacional Autónoma de México (UNAM). Doctor en Antropología Social por la Escuela Nacional de Antropología e Historia (ENAH), juansotoram@hotmail.com
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Soto Ramirez, Juan. "Las estrategias de la inclusión." Revista Temas Sociológicos, no. 16 (July 8, 2014): 287. http://dx.doi.org/10.29344/07196458.16.289.
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Categoría: Comunicado Fecha de recepción: 28 de mayo de 2012 Fecha de aprobación: 28 de junio de 2012 Resumen El tema de la exclusión ha sido demasiado discutido en disciplinas como la sociología y la antropología social. Incluso en la psicología social la temática ha nutrido bastantes investigaciones. Como tópico ha dado lugar a innumerables reflexiones de grandes pensadores e intelectuales. Frente a las diversas facetas que ha adquirido la exclusión en el mundo contemporáneo, paulatinamente se han gestado diversos modos de inclusión más allá de la oposición material y simbólica que son dignos de ser analizados y discutidos. En este texto se discuten sólo tres: el mundo de las imitaciones, la conexión multifrénica y el entretenimiento de bajo nivel. Con el afán de apropiarse de una subjetividad que les ha sido negada, los ‘desafiliados’ de diversos sistemas simbólicos han optado por generar estrategias de inclusión en el ámbito de la vida cotidiana y son dignas no sólo de ser analizadas sino de ser discutidas. A lo largo de todo el texto se llama la atención sobre los heurísticos que apuntalan las formas contemporáneas del consumo. Palabras clave: Exclusión, Estrategias, Consumo, Entretenimiento, subjetividad, redes sociales Abstract The issue of exclusion has been overly discussed in disciplines such as sociology and social anthropology. Even in the social psychology, it has drawn considerable research interest. As a topic has led to countless thoughts of great thinkers and intellectuals. Given the different facets that exclusion has acquired the exclusion in the contemporary world, various modes have been increasingly developed beyond the material and symbolic opposition, which are worthy of being analyzed and discussed. In this paper, we discuss only three: the world of imitations, the ‘multifrenica’ connection and low level entertainment. In an attempt to seize a subjectivity that has been denied, the ‘unaffiliated’ from various symbol systems have chosen to generate strategies for inclusion in the scope of everyday life and are worthy not only be analyzed but to be discussed. Throughout all texts, it is emphasized the heuristics that underpin contemporary forms of consumption. Keywords: Exclusion, Strategies, Consumption, Entertainment, subjectivity, Social Networks * Profesor Titular C de Tiempo Completo de la Universidad Autónoma Metropolitana (UAM), Unidad Iztapalapa, México, D.F. Licenciado en Psicología Social por la Universidad Autónoma Metropolitana (UAM), Unidad Iztapalapa. Maestro en Psicología Social por la Facultad de Psicología de la Universidad Nacional Autónoma de México (UNAM). Doctor en Antropología Social por la Escuela Nacional de Antropología e Historia (ENAH), juansotoram@hotmail.com
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Orrú, Sílvia Ester. "A diferença como valor humano: Ensaio sobre as contribuições do pensamento de Boaventura Sousa Santos, Gilles Deleuze e Homi Bhabha para o Paradigma da Inclusão." EDUCAÇÃO E FILOSOFIA 34, no. 71 (February 27, 2021): 727–64. http://dx.doi.org/10.14393/revedfil.v34n71a2020-50642.
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A diferença como valor humano: Ensaio sobre as contribuições do pensamento de Boaventura Sousa Santos, Gilles Deleuze e Homi Bhabha para o Paradigma da Inclusão
Resumo: A economia e a particularização marcam a sociedade contemporânea como importantes vetores para a ampliação das desigualdades sociais e produção de variados mecanismos de exclusão social. A diferença é parâmetro para categorizar e apartar pessoas à invisibilidade social. O presente ensaio tem como objetivo o diálogo junto aos autores Boaventura Sousa Santos, Gilles Deleuze e Homi Bhabha e seus respectivos pensamentos como contributores para o entendimento da diferença como valor humano no contexto do paradigma da inclusão. Nos caminhos e entre-lugares da descolonização de nosso ser, é preciso desnaturalizar as barbáries produzidas pelo colonizador e aceitar as diferenças como próprias da espécie humana para a (re)invenção de nossa educação e sociedade.Palavras-chave: Inclusão. Diferença. Educação. Descolonização.
Apoio: CNPq
DIFFERENCE AS HUMAN VALUE: Essay on the contributions of the thoughts of Boaventura Sousa Santos, Gilles Deleuze and Homi Bhabha to the Inclusion Paradigm
Abstract: Economics and particularization mark contemporary society as important vectors for widening social inequalities and producing various mechanisms of social exclusion. The difference is a parameter to categorize and separate people to social invisibility. This essay aims to dialogue with the authors Boaventura Sousa Santos, Gilles Deleuze and Homi Bhabha and their respective thoughts as contributors to the understanding of difference as a human value in the context of the inclusion paradigm. In the ways and places between the decolonization of our being, we must denaturalize the barbarism produced by the colonizer and accept the differences as proper to the human species for the (re)invention of our education and society.Keywords: Inclusion. Difference. Education. Decolonization.
DIFERENCIA COMO VALOR HUMANO: Ensayo sobre las contribuciones de los pensamientos de Boaventura Sousa Santos, Gilles Deleuze y Homi Bhabha al paradigma de la inclusión
Resumen: La economía y la particularización marcan a la sociedad contemporánea como vectores importantes para ampliar las desigualdades sociales y producir diversos mecanismos de exclusión social. La diferencia es un parámetro para clasificar y separar a las personas de la invisibilidad social. Este ensayo tiene como objetivo dialogar con los autores Boaventura Sousa Santos, Gilles Deleuze y Homi Bhabha y sus respectivos pensamientos como contribuyentes a la comprensión de la diferencia como un valor humano en el contexto del paradigma de inclusión. En los modos y lugares entre la descolonización de nuestro ser, debemos desnaturalizar la barbarie producida por el colonizador y aceptar las diferencias como propias de la especie humana para la (re)invención de nuestra educación y sociedad.Palabras clave: Inclusión. Diferencia. Educación. Descolonización.
Data de registro: 21/09/2019Data de aceite: 22/07/2020
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Allen Nan, Susan. "Conflict Resolution in a Network Society." International Negotiation 13, no. 1 (2008): 111–31. http://dx.doi.org/10.1163/138234008x297995.
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AbstractThis article explores the import of the network society for conflict resolution, broadly defined. Defining networks as social structures which connect people to each other, the article highlights the dual potential impacts of networks on participation in conflict resolution processes. Network society discourse creates a discourse of inclusion while also offering opportunities for exclusion. Conflict resolution theory has embraced the inclusive potential of network dynamics both implicitly and explicitly. Peacebuilders use networks, with their potential for participation and connecting conflict resolution processes, levels, and sectors, in efforts to do their peacebuilding work better. However, not all networks support conflict resolution. Networks can also reinforce conflicts, institutionalize exploitation, exacerbate inequalities, and strengthen violent conflict movements. Networks can be distinguished as inclusive or exclusive. Inclusive networks are more suitable for supporting meaningful participation in conflict resolution processes, while exclusive networks entrench conflict. Vibrant networks incorporate more inclusive and more exclusive dynamics in network vitality that allows both flexibly incorporating diversity and developing clarity of focus that inevitably delineates areas (or people or activities) outside the area of focus. Meaningful inclusion and participation in conflict resolution negotiations is broadly possible through inclusive networks, but forms of exclusion from conflict resolution negotiations are equally possible outgrowths of exclusive networks.
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PÉREZ, INÉS. "Una línea fluctuante: el servicio doméstico y el régimen de accidentes de trabajo (Argentina, 1915-1956)." Estudios Sociales 49, no. 2 (December 17, 2015): 155–82. http://dx.doi.org/10.14409/es.v49i2.5132.
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En Argentina, la sanción del régimen de accidentes de trabajo fue un hito significativo en la construcción de una ciudadanía social. Sinembargo, pese a su relevancia en el mercado de trabajo, este régimen excluyó al servicio doméstico. Si el régimen de accidentes de trabajo sufrió distintas modificaciones a lo largo de losaños, los y las trabajadoras del servicio doméstico permanecieron en una condición de inferioridad respecto de quienes se desempeñaban en otras ocupaciones. Su inclusión, cuando ocurrió, sólo fue parcial y estuvo centrada en quienes no prestaban servicios personales a su empleador de manera exclusiva. En este artículo, sostendré que el juego de inclusión/exclusión de este sector del régimen de accidentes de trabajo se articuló con distintas redefiniciones del trabajo que debía ser protegido por la legislación social realizadas a partir de supuestos androcéntricos
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Kenyon, S. "Understanding social exclusion and social inclusion." Proceedings of the Institution of Civil Engineers - Municipal Engineer 156, no. 2 (June 2003): 97–104. http://dx.doi.org/10.1680/muen.2003.156.2.97.
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Hansen, Janne Hedegaard, Charlotte Riis Jensen, Mikkel Christian Lassen, Mette Molbæk, and Maria Christina Secher Schmidt. "Approaching Inclusion as Social Practice: Processes of Inclusion and Exclusion." Journal of Educational and Social Research 8, no. 2 (May 1, 2018): 9–19. http://dx.doi.org/10.2478/jesr-2018-0011.
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AbstractThe article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6–16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift the scientific focus of research in inclusive education from the development of pedagogical and didactic practice to the importance of community construction through inclusion and exclusion processes. The project arises in context of Danish education policy, while the review looked for international research findings on the limits between inclusion and exclusion: how they are drawn, by whom, for what reasons, and for whose benefit? On the background of the review, we conclude that there seems to be a pattern of inclusive school practice leading to a specific social order that limits inclusion. The review also shows that the construction of the ideal student through various kinds of markers has a huge impact on these limits. A twin-track approach that combines research in the development of inclusive learning environments with research in the constitution of social practice in a school context will produce knowledge of the relation between inclusive school practice and the reproduction of social structures and patterns of inequality.
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Błeszyńska, Krystyna M., Małgorzata Orłowska, and Joanna Salska McNeil. "Inkluzywny potencjał sztuki społecznej." Kwartalnik Pedagogiczny, no. 65/4 (July 19, 2021): 7–22. http://dx.doi.org/10.31338/2657-6007.kp.2020-4.1.
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One of the most interesting phenomena in contemporary art is the interpenetration of art and social practice. The artist’s search for new forms of expression and finding himself on the contemporary art market are intertwined with social activism and attempts to contest the existing order. By presenting the variety and ambiguity of activities classified as social art, the authors attempt to interpret them critically. By situating the analysed phenomenon in the context of overcoming social exclusion and social rehabilitation interactions, they also try to determine whether, and if so, to what extent it can enrich the current pedagogical practice. Two questions become key here. One of them is the question of the essence of social art. The second one is to define the significance of including the role of the Artist and Participant of artistic activities in the repertoire of the social roles of the excluded subject to date.
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Dos Santos, Elciclei Faria, Laura Daniel, and David Lopes Neto. "História da educação escolar brasileira: instrumento de inclusão e/ou exclusão social?*." Enfermagem em Foco 2, no. 3 (August 19, 2011): 175–79. http://dx.doi.org/10.21675/2357-707x.2011.v2.n3.129.
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O texto parte de uma breve discussão acerca do que é educação, das mutações que essa sofreu ao longo do processo histórico, de seu papel na sociedade e do caminho percorrido no Brasil até os dias atuais, levando em consideração os interesses que impulsionaram e influenciaram ações e projetos de inclusão social. Em seguida, fazemos uma reflexão sobre o papel da educação associado à mudança social em oposição ao discurso neoliberal e em favor de quem e para que existe o processo educativo. Por fim, realizamos uma discussão sobre a educação como mercadoria na chamada “era do conhecimento” e os descaminhos dessa sociedade do conhecimento, que inclui e exclui ao mesmo tempo ou que inclui de maneira excludente.Descritores: Educação, História, Política, Estudantes.History of Brazilian school education: a tool for inclusion and / or social exclusion?This article takes a brief discussion of what is education, changes which it suffered during the historical process, their role in society and in Brazil's path to the present day, taking into account the interests that propelled and influenced actions and social inclusion projects. What follows is a reflection on the role of education associated with social change in opposition to the neoliberal discourse and for whom and for what exists, the educational process. Finally, we held a discussion on education as a commodity in the called "knowledge era" and the waywardness of this knowledge society, which includes and excludes at the same time or in a manner that includes exclusively.Descriptors: Education, History, Policy, Students.Historia de la educación escolar en Brasil: una herramienta para la inclusión y / o exclusión social?Este artículo realiza una breve discusión acerca de qué es la educación, los cambios que sufrió durante el proceso histórico, su papel en la sociedad y el camino percurrido en Brasil hasta actualidad, teniendo en cuenta los intereses que han impulsado e que influenciaron las acciones y proyectos de inclusión social. Lo que sigue es una reflexión sobre el papel de la educación relacionado con el cambio social en oposición al discurso neoliberal y para quién y para qué existe, el proceso educativo. Por último, se celebró una discusión sobre la educación como una mercancía en la "era del conocimiento" y el desvío de esta sociedad del conocimiento, que incluye y excluye al mismo tiempo o lo que incluye de manera que excluye.Descritores: Educación, Historia, Política, Estudiantes.
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Willis, Paul. "From exclusion to inclusion: young queer workers' negotiations of sexually exclusive and inclusive spaces in Australian workplaces." Journal of Youth Studies 12, no. 6 (October 16, 2009): 629–51. http://dx.doi.org/10.1080/13676260902902689.
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Kang, Kyung Rea. "Offender Treatment, Social Inclusion and Social Exclusion." Correction Review 63 (June 30, 2014): 61–86. http://dx.doi.org/10.14819/krscs.2014.63.3.61.
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SAKAI, Akira. "Social Exclusion and Social Inclusion in Education." Journal of Educational Sociology 96 (2015): 5–24. http://dx.doi.org/10.11151/eds.96.5.
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Secker, Jenny. "Mental health, social exclusion and social inclusion." Mental Health Review Journal 14, no. 4 (December 10, 2009): 4–11. http://dx.doi.org/10.1108/13619322200900022.
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Schneider, Justine, and Carole J. Bramley. "Towards social inclusion in mental health?" Advances in Psychiatric Treatment 14, no. 2 (March 2008): 131–38. http://dx.doi.org/10.1192/apt.bp.106.003350.
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This article explores the uses of the terms social exclusion and social inclusion in a mental health context. We briefly describe the origins of the term social exclusion and analyse its connotations in relation to four key dimensions: the relative, multifactorial, dynamic and transactional. We discuss Levitas's three discourses concerning social exclusion (the redistributionist, moral underclass and social integrationist) and present a case in favour of a fourth perspective, societal oppression. Focusing on social inclusion as a remedy for the ills of social exclusion, we discuss implications for contemporary mental health policy, practice and research. We highlight the potential contribution of social psychology to social inclusion theory. We conclude that a better theoretical understanding of causal mechanisms is needed to enable the development of more socially inclusive mental health services.
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López-Carmona, Diego Pacual, and Manuel Hernández-Pedreño. "Ser inmigrante y vivir en España en un contexto de crisis internacional. Análisis crítico de la evolución de las políticas públicas de inmigración y vivienda." Trabajo Social Global-Global Social Work 5, no. 8 (June 25, 2015): 68–89. http://dx.doi.org/10.30827/tsg-gsw.v5i8.2548.
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El acceso y la permanencia en una vivienda digna constituyen elementos fundamentales en los procesos de inclusión social. Los inmigrantes son un colectivo tradicionalmente vulnerable ante los procesos de exclusión residencial y, desde el origen de la crisis, esta vulnerabilidad se ha visto incrementada, en gran medida por su expulsión del mercado de trabajo. Desde el enfoque de las trayectorias residenciales de los inmigrantes, se ha analizado la situación actual de la exclusión residencial de este colectivo en España. Para ello se han combinado técnicas cuantitativas con revisión de estudios previos y legislaciones. Mediante el análisis cuantitativo realizado con datos procedentes de las principales fuentes estadísticas oficiales, se han analizado las principales problemáticas que afectan a los inmigrantes en relación con la exclusión residencial. Posteriormente, se ha realizado un análisis de la evolución y el impacto de las políticas públicas destinadas a combatir la exclusión residencial de los inmigrantes en España. Finalmente, se presenta un diagnóstico de la situación actual. The access to and the stay in a decent housing are key elements in social inclusion processes. Immigrants are a traditionally vulnerable group to residential exclusion processes and since the beginning of this economic crisis, this vulnerability has greatly increased due to immigrants have been excluded from the labour market. From the approach of the immigrants’ residential trajectories, the current residential situation of immigrants in Spain has been analysed. For that purpose, quantitative techniques and the review of previous studies and legislations have been combined. By the quantitative analysis carried out with data from the official statistical sources, the main problems affecting immigrants in terms of residential exclusion have been analysed. Subsequently, an analysis of the evolution and impact of the public policies aimed at combating the immigrants’ social exclusion in Spain has been carried out. Finally, a diagnosis of the current situation is submitted.
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Goodin, Robert E. "Inclusion and exclusion." European Journal of Sociology 37, no. 2 (November 1996): 343–71. http://dx.doi.org/10.1017/s0003975600007219.
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Many familiar political projects—among them, demands for participation, for citizenship and for free movement and open borders—have been recently subsumed within a larger crusade against ‘social exclusion’. But each of these political projects seems better understood, and better pursued, in its own original terms. Furthermore, inclusionist appeals logically backfire: explicitly they are expansionist, urging the stretching of boundaries of membership so as to include those who were previously excluded; but every inclusion implies an exclusion (there can be no ‘inside’ without an ‘outside’); so indusionist appeals are implicitly consenting to a closed community, albeit one with a rather broader catchment. We ought to be striving instead for different kinds of communities, ones less internally inclusive and less externally exclusive. This amounts to a call for multiple overlapping jurisdictions, with many places where one can seek social support and many places where one might lodge a demand or file an appeal.
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Araújo, Eneida Maria Erre, and Ilzeni Silva Dias. "O DOMÍNIO DA NORMA CULTA DA LÍNGUA PORTUGUESA COMO DETERMINANTE DE INCLUSÃO/EXCLUSÃO NO MUNDO DO TRABALHO." Revista Políticas Públicas 18, no. 1 (August 7, 2014): 255. http://dx.doi.org/10.18764/2178-2865.v18n1p255-268.
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Considerando as mudanças técnico-organizacionais do mundo do trabalho, a presente pesquisa “O domínio da norma culta da língua portuguesa como determinante de inclusão/exclusão no mundo do trabalho” teve como objetivo analisar o domínio da norma culta da língua portuguesa, como fator de inclusão/exclusão nos processos de seleção das empresas privadas de São Luís. Para tanto, faz uma análise da literatura existente, seguida de uma pesquisa de campo, utilizando entrevistas semiestruturadas. Os resultados parciais mostram a importância do conhecimento da norma culta da língua portuguesa e, consequentemente, a constatação de que a língua acaba por excluir o trabalhador do processo produtivo, por meio do domínio da norma culta que aponta como “certa” somente a variante linguística utilizada por determinado grupo social.Palavras-chave: Mundo do trabalho; Língua Portuguesa; norma cultaTHE DOMAIN OF THE CULT NORM OF PORTUGUESE LANGUAGE AS DETERMINANT IN INCLUSION THE WORLD OF WORKAbstract: Considering the technical and organizational changes in the workplace, this research " The domain of the cultnorm of portuguese language as determinant in inclusion the world of work", aims to analyze the importance attached toknowledge of cultural norms of the Portuguese language, as a determinant of inclusion/exclusion in the selection processesof enterprises in the city of São Luís. Therefore it does an analysis of existing literature, followed by a field survey usingstructured interviews. Partial results show the importance of knowing the cultural norms of the Portuguese language andtherefore the finding that the language turns out to exclude the worker from the production process, through the field ofcultural norms that points to "certain" only language used by the variant particular social group.Keywords: World of work, Portuguese Language, cult norm.
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Ritacco Real, Maximiliano. "Los departamentos de orientación ante la exclusión social. Prácticas inclusivas / Guidance departments dealing with social exclusion. Inclusive practices." REOP - Revista Española de Orientación y Psicopedagogía 22, no. 2 (September 28, 2011): 201. http://dx.doi.org/10.5944/reop.vol.22.num.2.2011.63.
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Espinosa Rivera, Oscar Eduardo. "Barreras institucionales para la inclusión educativa en Colombia (Institutional barriers for educational inclusion in Colombia)." Inclusión & Desarrollo 4, no. 1 (December 3, 2016): 17–22. http://dx.doi.org/10.26620/uniminuto.inclusion.4.1.2017.17-22.
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La inclusión educativa en Colombia ha progresado pero todavía es incipiente; requiere superar una tradición fuerte de exclusión educativa motivada por causas de religión, situación económica, clase social, sexo, orientación sexual, raza, aptitudes o por mezcla de estos factores.
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Fernández Gavira, Jesús, María Belén Jiménez Sánchez, and Juan Carlos Fernández-Truan. "Deporte e Inclusión Social: aplicación del Programa de Responsabilidad Personal y Social en adolescentes = Sports and Social Inclusion: Implementation of the Personal and Social Responsibility Program in adolescents." Revista de Humanidades, no. 34 (June 11, 2018): 39. http://dx.doi.org/10.5944/rdh.34.2018.19209.
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Resumen: Esta investigación tiene como objetivo establecer en qué grado la intervención educativa mediante la actividad físico-deportiva, ha repercutido en la mejora de determinadas conductas de un grupo de alumnos de Educación Secundaria en situación de Riesgo de Exclusión Social. Para ello, se han llevado a cabo varias sesiones de deportes de combate, con las que se han demostrado que estos deportes promueven una serie de valores, entre los que están la cooperación y cohesión de grupo que mejoran la conducta de quien los practican. El diseño metodológico utilizado ha sido un estudio de caso de tipo descriptivo y cualitativo y el instrumento utilizado ha sido el Programa de Responsabilidad Personal y Social de Hellison (1995) mediante la entrevista y la observación directa. La aplicación de este programa ha resultado en una mejora de la conducta de los adolescentes tanto en el entorno escolar y en las actividades extraescolares como en fuera del centro.Abstract:This research aims to establish the extent to which the Personal and Social Responsibility Program of Hellison through physical activity has impacted on the improvement of certain behaviors of a group of high school students in a situation of Social Exclusion Risk. To this end, several combat sports sessions have been carried out, which have shown that these sports promote a series of values among which are cooperation and group cohesion that improve the behavior of those who practice them. The methodological design used has been a descriptive and qualitative case study and the instrument used has been the Personal and Social Responsibility Program of Hellison (1995) through interview and direct observation. The application of this program has resulted in an improvement in the behavior of adolescents both in the school environment and in out-of-school activities as well as outside the center.
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Pitaud, Philippe. "Personnes âgées, technologies numériques et rupture du lien social: risques de l’exclusion ou leurres de l’inclusion?" Ciências e Políticas Públicas / Public Sciences & Policies 6, no. 2 (December 2020): 59–77. http://dx.doi.org/10.33167/2184-0644.cpp2020.vvin2/pp.59-77.
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When you are old in France in 2019, you do not have to be living on the street to be excluded or even feel excluded from a society that is increasingly turning its back on some of its members, because of the digital revolution imposed on citizens. In fact, faced with the excessive digitization advocated by governing bodies and other technocrats, which is rising speedily like a Tsunami, the elderly, often single women and/or widows belonging to underprivileged categories of society, generally with little or no education, and even less awareness in terms of management of minimal IT practices, are already or will soon find themselves on the sidelines of this type of modernization, which has nothing inclusive about it. A few local actors in the social and medico-social field and rights activists are already sounding the alarm and raising the voices of anguish in defense of these elderly people who no longer know how to cope with the dehumanization of public services: “I am 78 years old, I have a very small pension, no computer and anyway, I do not know how to do anything. So, it is annoying now because I have to get help and I do not know people who can help me. I am going to have to go there. It is a long way from home, I have to wait a long time and I am tired. And then you must be sure that there will be someone there!”. Aware of this dynamic of exclusion that is currently taking place and because we have been collecting the signs of this disarray for months, aggravated by isolation and loneliness, our action-research approach aims in the long run to implement counter-actions that aim to offset the harmful effects induced by the digital transition on the social life of the elderly, while seeking to free them from the negative confinement into which their inability to manage this transition by themselves has insidiously led them. It is these changes in the aspects of the most fragile of human existences that are at the heart of our approach as researchers-practitioners, as well as of our actions; acting like a mild buffer against the inhumanity of the system that is inexorably set up when a robot signals to you: “You have exceeded the deadline [note that this word contains the word ‘dead’] for the submission of your file on the lambda portal and therefore the administration can no longer do anything for you.”. There is no doubt that this is an immediate field of action for public policies, particularly in the fight against the digital exclusion of older citizens. For the time being, as always, in France, associations and humanitarian actors compensate for this absence of public authority with their limited means, but such a situation cannot last without in the long term seriously affecting societal balance and the moral principles of social justice, such as access to rights for all.
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Darretxe Urrutxi, Leire, Beloki Beloki, and Arantza Remiro. "Sociedad y escuela que deseamos: la dialéctica entre inclusióny exclusión social." Ciencia y Educación 4, no. 1 (March 3, 2020): 71–81. http://dx.doi.org/10.22206/cyed.2020.v4i1.pp71-81.
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La lucha por el derecho a la educación y por una educación inclusiva, que considera la diversidad como valor, cuenta con un desarrollo histórico que está avanzando con el paso del tiempo. Este artículo pretende aclarar dicha evolución mostrando la importancia de entender la relación existente entre la mirada que tiene la sociedad hacia la diversidad y la función de la educación y la escuela en el desafío de garantizar una educación inclusiva, equitativa y de calidad para todas las personas, sin ningún tipo de exclusión; por tanto, nos invita a reflexionar sobre el tipo de sociedad, educación y escuela que deseamos. En este proceso de avance hacia una sociedad y una escuela más justas resulta fundamental comprender la dialéctica entre inclusión y exclusión social, asumiendo un compromiso para avanzar hacia la sociedad y la escuela anheladas.
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Kołodziejczyk, Justyna. "Methods combating social exclusion − social inclusion in organization." Nowoczesne Systemy Zarządzania 13, no. 2 (June 28, 2018): 17–29. http://dx.doi.org/10.37055/nsz/129508.
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Celem artykułu jest przybliżenie problemu wykluczenia społecznego oraz pokazanie możliwości jego ograniczania poprzez inkluzję społeczną. Artykuł powstał w oparciu o wstępny przegląd dobrych praktyk organizacji w zakresie przeciwdziałania wykluczeniu społecznemu poprzez podejmowanie przedsięwzięć z obszaru społecznej odpowiedzialności biznesu czy zarządzania różnorodnością.
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O'Reilly, Dermot. "Social Inclusion: A Philosophical Anthropology." Politics 25, no. 2 (May 2005): 80–88. http://dx.doi.org/10.1111/j.1467-9256.2005.00232.x.
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In this article the theoretical conflations associated with the concept of social exclusion are disaggregated into a number of competing versions in terms of their social scientific and normative bases. The types of policy, analysis and critique that are engendered by these conceptions of exclusion are examined for their underlying social scientific methodology. The disjunction between positive, interpretative and critical approaches to social exclusion can only satisfactorily be broached by a methodology utilising a critical realist framework. This framework requires the integration of a theorised dialectical linkage between inclusion and exclusion. The necessary conceptual prerequisites are outlined for modelling inclusion and exclusion in a substantive, contextually sensitive manner that enables critical assessment.
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GOODSON, IVOR. "The Exclusive Pursuit of Social Inclusion." FORUM 47, no. 2 (2005): 145. http://dx.doi.org/10.2304/forum.2005.47.2.3.
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Labonte, R. "Social inclusion/exclusion: dancing the dialectic." Health Promotion International 19, no. 1 (March 1, 2004): 115–21. http://dx.doi.org/10.1093/heapro/dah112.
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Wang, Jiun-Hao, and Szu-Yung Wang. "Indigenous Social Policy and Social Inclusion in Taiwan." Sustainability 11, no. 12 (June 24, 2019): 3458. http://dx.doi.org/10.3390/su11123458.
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Social exclusion problems are inevitable in achieving social sustainability. Minorities or indigenous people encounter social exclusion from mainstream society in many countries. However, relatively little is known about the multiple disadvantages in different social welfare domains experienced by these indigenes. The objective of this study is to address indigenous social exclusion by focusing on their access to social welfare benefits. Data used in this study were drawn from the Social Change and Policy of Taiwanese Indigenous Peoples Survey, which included 2040 respondents. Logistic regression results revealed that, compared with their counterparts, the likelihood of being excluded from social welfare payments is higher for those who are plains indigenes, live outside of designated indigenous areas and participate less in local organizations. Besides varying the effects of ordinary explanatory variables on social exclusion across different exclusion models, this study further provides empirical evidence of the multidimensional disadvantages of indigenous peoples in receiving needed social welfare benefits.
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Dávila S, Manuel. "Ciencias satelitales e inclusión social." Revista SISTEMAS, no. 157 (October 26, 2020): 75–85. http://dx.doi.org/10.29236/sistemas.n157a7.
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La Unión Europea define la inclusión social como un “proceso que asegura que aquellas personas que están en riesgo de pobreza y exclusión social tengan las oportunidades y recursos necesarios para participar completamente en la vida económica, social y cultural disfrutando un nivel de vida y bienestar que se considere normal en la sociedad en la que ellos viven”. Hace énfasis en el derecho de las personas de “tener una vida asociada siendo un miembro de una comunidad” (Andalucía solidaria, 2020).
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Gutiérrez, José David. "Resistencias desde la periferia: población Rrom en España." Áreas. Revista Internacional de Ciencias Sociales, no. 40 (December 30, 2020): 67–76. http://dx.doi.org/10.6018/areas.402721.
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El artículo analiza, a partir del caso de estudio de asentamientos chabolistas en Madrid y Barcelona, la población Rrom que ubicándose en la periferia de dichas ciudades malvive en condiciones de pobreza y exclusión social. Basándose en una investigación de corte cualitativo donde se aprecian similitudes en cuanto a los medios de subsistencia empleados por el colectivo, así cómo la movilidad constante tanto en España como en Europa, el artículo se interroga el papel que tienen las administraciones públicas a nivel local y regional en la búsqueda de soluciones que permitan una mayor inclusión social y mejoras en la calidad de vida. Mediante una comparativa de los asentamientos, esta investigación presenta la experiencia profesional desarrollada en asentamientos con altos niveles de exclusión social donde se pone de relieve, la necesidad de intervenir socialmente desde el Trabajo Social y además, bajo una armonización de protocolos de atención social a la población Rrom desde una perspectiva igualitaria dentro de la Unión Europea, debido sobre todo a las prácticas similares de subsistencia de la población y por compartir procesos de exclusión y pobreza desde origen. The article analyzes, based on the case study of shanty towns in Madrid and Barcelona, the Rrom population, which is located on the periphery of these cities, lives in conditions of poverty and social exclusion. Based on qualitative research where similarities can be seen in terms of livelihoods used by the collective, as well as constant mobility both in Spain and in Europe, the article questions the role of public administrations at local and regional level in the search for solutions that allow greater social inclusion and improvements in the quality of life. Through a comparison of the settlements, this research presents the professional experience developed in settlements with high levels of social exclusion where it is highlighted, the need to intervene socially from Social Work and also, under a harmonization of social care protocols to the Rrom population from an egalitarian perspective within the European Union, mainly due to the similar practices of subsistence of the population and for sharing processes of exclusion and poverty from origin.
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Schwartz, Eda, and Vera Maria Ribeiro Nogueira. "Exclusão social:." SER Social, no. 6 (August 14, 2009): 95–118. http://dx.doi.org/10.26512/ser_social.v0i6.12851.
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A exclusão social vem sendo construída e reconstruída nas relações cotidianas revestida de matizes ideológicos que obscurecem aspectos significativos para sua apreensão analítica. Pode-se dizer, em outros termos, que cada um dos domínios do conhecimento que aborda a exclusão social, apresenta uma tendência para segmentar e parcializar a abordagem em focos estritos e de alta densidade explicativa, não os articulando, entretanto, entre si. O presente artigo pretende relacionar as várias interfaces da igualdade/desigualdade que conformam a exclusão/inclusão social. O passo inicial será identificar o significado atribuído aos direitos sociais e situar os enfoques que vêm permeando e dando o tom ao debate. Com isso se pretende visualizar o seu significado nos diferentes espaços geográficos e distintas temporalidades.
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Fichtner, Bernd. "Social Exclusion and Social Inclusion: Looking for an Emancipatory Alternative in the Human Sciences." Educativa 20, no. 2 (December 20, 2017): 447. http://dx.doi.org/10.18224/educ.v20i2.6244.
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Abstract: the article discusses social exclusion by problematizing the way in which this concept has been treated in the Human Sciences. The analysis develops from brief outline on the antinomies of modern society and current trends in the human sciences to then present a reflection on the relationships between everyday life and modern society. Finally, he discusses the potential of Vygotsky's proposal as an emancipatory alternative. It is concluded that Vygotsky opens perspectives for a qualitatively new theoretical understanding of what is deficiency and about the different practical and therapeutic experiences as a system
Exclusão social e inclusão social: à procura de uma alternativa emancipatória nas Ciências Humanas
Resumo: o artigo discute a exclusão social problematizando a forma pela qual este conceito tem sido tratado nas Ciências Humanas. A análise se desenvolve a partir de breve esboço sobre as antinomias da sociedade moderna e as tendências atuais nas ciências humanas para, em seguida, apresentar uma reflexão sobre as relações entre vida cotidiana e sociedade moderna. Por fim discute o potencial da proposta de Vigotski como alternativa emancipatória. Conclui-se que Vigotski abre perspectivas para uma compreensão teórica qualitativamente nova sobre o que é deficiência e sobre as diferentes experiências práticas e terapêuticas como sistema.
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Baum, Tom. "Low-cost Air Travel: Social Inclusion or Social Exclusion?" Tourism Culture & Communication 7, no. 1 (March 1, 2006): 49–56. http://dx.doi.org/10.3727/109830406778493524.
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Hunter, Boyd, and Kirrily Jordan. "Explaining Social exclusion: Towards Social Inclusion for Indigenous Australians." Australian Journal of Social Issues 45, no. 2 (December 2010): 243–65. http://dx.doi.org/10.1002/j.1839-4655.2010.tb00177.x.
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Eleveld, Anja. "Activation policies: policies of social inclusion or social exclusion?" Journal of Poverty and Social Justice 25, no. 3 (October 11, 2017): 277–85. http://dx.doi.org/10.1332/175982717x15024428691894.
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Alando, Walter, and Joachim Scheiner. "Framing Social Inclusion as a Benchmark for Cycling-Inclusive Transport Policy in Kisumu, Kenya." Social Inclusion 4, no. 3 (June 7, 2016): 46–60. http://dx.doi.org/10.17645/si.v4i3.546.
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Cycling in many cities of the Global South faces unending exclusion from street spaces despite the on-going transport policy reforms. This exclusion worsens the marginalisation of the poor majority who use this mode. In this paper, we formulate social inclusion as a policy tool for reconciling transport policy to the cycling needs of Kisumu, Kenya. We draw from social quality theory and Lefebvre’s right to the city concept to assemble the ideals of social inclusion. These ideals form the benchmark for a qualitative content analysis of the policy pronouncements contained in the Kenya Vision 2030 and the Integrated National Transport Policy to ascertain the opportunities presented by these policies for cycling inclusion. Findings from interviews held with transport professionals in government and private practice support this content analysis. Results show that while the Kenya Vision 2030 focuses on economic growth, the Government has prioritised the implementation of its projects, thus diminishing the fragile opportunity for cycling inclusion presented by the transport policy. To consolidate this opportunity, we propose different policy recommendations to improve the terms for cyclists to claim and produce street spaces.
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Wolff, Jonathan. "FORMS OF DIFFERENTIAL SOCIAL INCLUSION." Social Philosophy and Policy 34, no. 1 (2017): 164–85. http://dx.doi.org/10.1017/s0265052517000085.
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Abstract:Advocates of social equality need to develop an account of the society they favor. I have argued elsewhere that social equality should be conceived negatively: in terms of opposition to asymmetric and alienating relations such as hierarchy, domination and social exclusion, rather than in terms of a positive model of equality. This essay looks in detail at social exclusion, or rather “differential social inclusion,” and especially at the mechanisms that create exclusion and bind excluded groups together, and the consequent effects these mechanisms have on the reinforcement of inequality of opportunity and failure of social solidarity. Possible policies, such as improved social mobility, assertive self-affirmation, validation of subcultures, integration, and the creation of a large public sector are considered as possible responses to differential social inclusion in order to move closer to the idea of a society of equals.
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Oxman-Martinez, Jacqueline, and Ye Ri Choi. "Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes." Social Inclusion 2, no. 4 (November 27, 2014): 23–37. http://dx.doi.org/10.17645/si.v2i4.133.
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This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.