Добірка наукової літератури з теми "Enfants de la rue – Brésil – Bahia (Brésil ; État)"
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Статті в журналах з теми "Enfants de la rue – Brésil – Bahia (Brésil ; État)":
Cortado, Thomas Jacques. "Maison." Anthropen, 2020. http://dx.doi.org/10.17184/eac.anthropen.131.
Дисертації з теми "Enfants de la rue – Brésil – Bahia (Brésil ; État)":
Filho, Antonio Nery Alves. "La vie dans la marginalité ou la mort dans l'institution : étude sur quatre groupes d'enfants et d'adolescents vivant de la rue à Salvador de Bahia (Brésil)." Lyon 2, 1993. http://www.theses.fr/1993LYO2A001.
Santos, Georgina Gonçalves dos. "Récits d'éducateurs : politique et pratique de prise en charge d'enfants des rues à Salvador de Bahia, Brésil." Paris 8, 2007. http://octaviana.fr/document/122057627#?c=0&m=0&s=0&cv=0.
This research report presents a case study performed at Fundação Cidade Mãe, a governmental institution in charge of the politics of childhood protection in Salvador, state of Bahia, Brazil. It describes the daily routine of educators who work at sheltering structures for young people who have broken or are in the process of breaking their family ties, and thus are currently living in the streets. The study is based on phenomenological approaches, represented here by symbolic interactionism and ethnomethodology, and its methodology has employed the techniques that characterize the ethnographic approach – participant observation, field diary, and individual and group interviews. The data were organized and interpreted in four thematic blocks: analyses of the constitutive rules and procedures constructed in the pedagogical scenery (ethnomethods), analyses of interpretive repertoires identified in the institutional discourse, the relationship of educators with the institution’s past history and its reflections on the present practices of sheltering, and finally, the meaning of being an educator in this sort of space, focusing on the discussion of discussion of this professional’s commitment
Macedo, Edison Ferreira de. "Une histoire d'enfances volées : enfance, adolescence des rues et prise en charge institutionnelle : le cas de João Pessoa, capitale du Paraiba au Nordeste du Brésil." Paris 7, 2009. http://www.theses.fr/2009PA070024.
The subject of this thesis focuses on governemental institutions m charge of children and adolescents Iiving in the streets. We will study especially the evolution and the perspectives, since I960 based on the case of PUHDAC "children and adolescents of streets development foundation in Joao Pessoa, capital of Paraiba. , northeast of Brazil. We choose this period of time because it shows changes in Authorities policies ans practices, concerrning the problem of children and adolescents being in the streets, based on socio-economical links. Many questions appears essential to be analyse and explain such as : what are constants and evolutions in FUNDAC social roles since it has been created? And what are management forms reproduced by fundac and what are the rule it crystallize. The methodology will fobcuse on study of goveraetnentaî practices to reduce presence in streets of so many children and adolescents and how it succeed or not to resolve one of the most important problem of Brasil as to day. Since I960, we will deal with conditions, limits but also contributions and socio-educationnal objectives of the Organisation in charge of this tremendous problem : FUNDAC, a global history since it has been designated and appointed institution to take care of children and adolescents poor, in the streets
Cerqueira, Barbosa Valéria. "L'image de l'enfant noir dans la littérature de jeunesse au Brésil : des politiques scolaires aux usages dans les écoles publiques de Salvador de Bahia." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB210.
Children's literature, one of the most widely used aids in a school context, is also considered a child's cultural object. This dissertation focuses specifically on children's books in which the main character is a black child. The Brazilian public schools receive this material from the Department of Education in an aim to promote "education in ethnic-racial relationships" which is present in the school policies that were promulgated in 2003 and 2004, and that made mandatory "the teaching of history and of African-Brazilian and African cultures" in every educational institution as well as "the inclusion of black characters [...] in educational aids" (Brazil, 2005). Numerous Brazilian researchers in the fields of education and sociology have, since the 1950's, studied the representation of this character. Nonetheless, the different subjects to which it is today associated, and the way educators make use of these books inside the classroom, remain yet to be researched. We will therefore, study here, the image of the black child through the analysis of textual and iconographic contents of 80 contemporary children's books, but also the usage that educators of eight public schools of Salvador de Bahia make of these books, while using two complementary approaches: collective interviews and direct observation of a CE2 class. We will focus particularly on the concept of race, which on the one hand, is at the heart of these school policies, of these books and of their usage on children. On the other hand, it constitutes a category of analysis, allowing us to report on social relations. Consequently, this will be the opportunity to bring to light the interests and limitations that these school policies and books entail, as a way to support new educational approaches for the learning of the above mentioned ethnic-racial relationships at school
A literatura infantojuvenil, um dos suportes mais utilizados no contexto escolar, é considerada como um objeto cultural da criança. Esta tese se interessa especificamente sobre os livros ilustrados infantojuvenis cuja personagem principal é uma criança negra. Estes livros são enviados para as escolas públicas brasileiras pelo Ministério da Educação a fim de atender a "Educação das Relações Étnico-Raciais" prevista nas políticas educacionais promulgadas em 2003 e 2004, tornando obrigatório "o ensino da história e da cultura afro-brasileira e africana" em todos os estabelecimentos de ensino, assim como "a inclusão de personagens negros [...] nos materiais de ensino" (BRASIL, 2005). Se, desde 1950 alguns pesquisadores brasileiros em educação e em sociologia estudaram a representação desses personagens, as diferentes temáticas pelas quais eles são atualmente associados e a maneira como os professores-as fazem uso desses livros em sala de aula têm, porém, sido pouco investigada. Estudamos aqui a imagem da criança negra através da análise de conteúdo textual e iconográfica de 80 livros contemporâneos, mas também os usos que os professores de oito escolas públicas de Salvador - Bahia fazem desses livros através de duas metodologias complementares: entrevistas coletivas e observações diretas em uma turma do terceiro ano do ensino fundamental. Nos apoiaremos particularmente no conceito de raça que, de um lado, se encontra no interior dessas políticas educacionais, desses livros e nos seus usos com as crianças, e por outro lado, constitui uma categoria de análise permitindo observar as relações sociais. Esta será uma ocasião para destacar as perspectivas e limites dessas políticas educacionais e os usos desses livros como suportes de novas modalidades pedagógicas para a aprendizagem da dita diversidade étnico-racial na escola
La literatura infantil, uno de los recursos más utilizados en el contexto escolar, es considerada como un objeto cultural del niño. Esta tesis se enfoca más precisamente en los álbumes infantiles en los que el personaje principal es un niño negro. El Ministerio de Educación envía estos libros a las escuelas públicas brasileñas con el objetivo de promulgar "la educación para las relaciones étnico-raciales" prevista en las políticas escolares promulgadas en los años 2003 y 2004, haciendo obligatoria "la enseñanza de la historia y de la cultura afro-brasileña y africana" en todos los establecimientos escolares, así como "la inclusión de personajes negros [...] en los recursos de enseñanza" (Brasil, 2005). Si bien, desde los años cincuenta, algunos investigadores brasileños en ciencias de la educación y en sociología han estudiado la representación de este personaje, las diferentes temáticas a las que está actualmente ligado y la manera en que los educadores hacen uso de estos libros dentro de la clase han sido poco investigada. Estudiaremos así la imagen del niño negro a través del análisis del contenido textual e iconográfico de 80 álbumes contemporáneos, así como también los usos que los educadores de ocho escuelas públicas de Salvador de Bahía hacen de estos textos, utilizando dos metodologías complementarias: entrevistas colectivas y observaciones directas dentro de una clase de CE2. Nos apoyaremos particularmente en el concepto de raza la cual, por un lado, se encuentra en el núcleo de estas políticas escolares, de estas obras y de su uso con los niños; y, por otro lado, constituye una categoría de análisis, permitiendo informar sobre las relaciones sociales. De este modo, tendremos la oportunidad de poner de relieve los intereses y las limitaciones de estas políticas escolares, así como de los usos de estos libros, como recursos para nuevas modalidades pedagógicas que facilitan el aprendizaje de dicha diversidad étnico-racial en la escuela