Thesis(M.S.)--Auburn University, 2006. / Abstract. Includes bibliographic references (p.38-41).

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Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 44-50).

Reading and analysing different types of texts is a way for teachers to deal with the content of the school's values and mission. The aim of the study is to examine power relations between adults and children from the aspects of adult presence, adult guidance, and children's response, and whether the books follow the discourse of their time as regards power relations between adults and children. By making teachers aware of power relations in children's literature, we hope to be able to conduct a discussion with pupils about whether or not the power relationship complies with the school's values and mission. In the study four children's books are analysed: Bill i klämman, Emil i Lönneberga, Harry Potter och De Vises Sten and Guldmysteriet.The methods of critical discourse analysis and text analysis were used to analyse power relations between the characters in the books. The analysis shows that the two older books do not reflect power relations in keeping with their own historical time, whereas the two modern books do reflect their time. The analysis also shows that power relations between adults and children cannot be generalized, and that it is not always desirable for power relations in children's literature to decpit reality.

<p>Aim: To establish whether a family centered approach to HIV care in which HIV positive adults are counseled on the importance of having their children tested results in the adults bringing their children under the age of five years for testing and or accessing HIV care, and to explore challenges faced by caregivers in bringing children for testing and care.</p>

<p>Aim: To establish whether a family centered approach to HIV care in which HIV positive adults are counseled on the importance of having their children tested results in the adults bringing their children under the age of five years for testing and or accessing HIV care, and to explore challenges faced by caregivers in bringing children for testing and care.</p>

[pt] Esta dissertação tem como objetivo identificar e compreender as concepções de infância existentes numa instituição situada na Região Norte do Brasil, em meio à complexidade de suas ações nas áreas de cultura, lazer, saúde e educação. O estudo foi realizado a partir de observações das interações entre os adultos (das áreas de saúde, lazer, cultura e educação) e as crianças (da Educação Infantil). Tomando como base a perspectiva de criança enquanto ser da cultura de Lev. S. Vygotsky e Walter Benjamin e a concepção de linguagem de Mikhail Bakhtin, as análises aqui presentes também foram fruto de diálogos com pesquisas realizadas sobre a criança e suas relações com adultos em espaços educacionais. No primeiro capítulo são apresentados os caminhos tomados para a pesquisa, a concepção de infância que balizou todo o trabalho e a instituição, na qual foi realizado o estudo, e suas fronteiras. O segundo capítulo trata das concepções de infância, tendo como ponto de partida os espaços e suas organizações, e a ação e o olhar dos adultos sobre as crianças, além de suas próprias infâncias. E, finalmente, no terceiro capítulo, as crianças ganham lugar e voz para nos dizer o que é ser criança e o que é ser adulto. Este trabalho, ao identificar diferentes concepções de infância e tecer conclusões a respeito das infâncias dos adultos e seus olhares sobre as crianças, aponta para a necessidade de discussões sobre a infância na referida instituição, bem como para aspectos que possam contribuir para a reflexão de práticas de adultos que trabalham com a Educação Infantil. / [en] The purpose of this dissertation is to identify and understand the conceptions of childhood inside an institution in the North Region of Brazil, amidst the complex set of actions in the culture, leisure, health and education areas. The study was conducted based on observations of interactions between adults (from the health, leisure, culture and education areas) and the children (in Child Education). Based on Lev. S. Vygotsky and Walter Benjamin s notion of children as cultural beings and Mikhail Bakhtin s language concept, the analyses presented were also the result of dialogues between research on children and their relationships with adults within educational spaces. The first chapter presents the research paths selected, the conception of childhood, on which the whole work was based, and the institution where the study was conducted and its boundaries. The second chapter discusses different conceptions of childhood, taking as a starting point the spaces and their respective organization, the action and how adults look at children, in addition to their own childhood experiences. Finally, in the third chapter children are given space and voice to tell us what being a child and an adult means. By identifying the different conceptions of childhood and drawing conclusions on the childhood of adults and their way of looking at children, this work points to the need for further discussion of childhood in the target institution and to aspects that could contribute to further consideration of the practices adopted by adults who deal with Child Education.

Magister Public Health - MPH / Aim: To establish whether a family centered approach to HIV care in which HIV positive adults are counseled on the importance of having their children tested results in the adults bringing their children under the age of five years for testing and or accessing HIV care, and to explore challenges faced by caregivers in bringing children for testing and care. / South Africa

[pt] Educação, diálogo, responsabilidade: o que contam adultos e crianças sobre a vida em comunidade? buscou conhecer histórias, narrativas, práticas e interações de adultos e crianças que participam de escolas que têm em suas propostas a educação em comunidade, para refletir acerca das questões: O que é, para elas/eles, a vida em comunidade?; O que compreendem sobre o conceito de comunidade?; Como se estabelecem as relações nesse contexto?; O que contam sobre suas interações?; Os relatos dos sujeitos da pesquisa dessas diferentes instituições se aproximam? A pesquisa foi realizada em duas escolas particulares, na cidade do Rio de Janeiro: Escola da Luz e Escola da Ciranda1. As duas escolas têm em sua proposta a educação em comunidade. Foram entrevistados 12 adultos, entre elas/eles profissionais das instituições - professoras, coordenadoras e diretores - além de familiares que são membros ativos na Diretoria/Comissão de Pais 2 das escolas. As crianças, estudantes destas escolas, também contaram o que entendem sobre a palavra comunidade em quatro oficinas, duas em cada escola, com as turmas de primeiro e quarto anos do Ensino Fundamental I. As narrativas dos adultos e crianças e o olhar para suas práticas possibilitaram a percepção e entendimento acerca da vida em comunidade para esses sujeitos. Martin Buber é autor de referência para a tese com sua discussão sobre as diferenças entre comunidade e coletividade/sociedade, o debate a respeito de uma educação para a comunidade, relação dialógica e troca genuína com o outro. Walter Benjamin, Mikhail Bakhtin e alguns autores da Sociologia da Infância foram relevantes para a construção das estratégias teórico-metodológicas e a constituição do olhar de pesquisadora. Narrativa, experiência e o olhar de desvelamento da criança foram conceitos importantes vindos de Benjamin; as contribuições teóricas no campo da pesquisa em ciências humanas, além de sua perspectiva da linguagem e enunciado dialógico foram produções importantes de Bakhtin para a elaboração da tese; e também a partir de alguns autores da Sociologia da infância, a pesquisa com crianças foi tema muito debatido. A partir do campo com os adultos emergiram as categorias: disponibilidade para a comunidade, a comunidade tem escuta, os desafios da vida em comunidade, os desencontros e diferenças dentro dessas instituições, o desejo de mudança e comunidade, além das ambiguidades existentes. A comunidade enquanto espaço de estar junto do outro e as diferenças existentes nestes grupos foram narrativas partilhadas pelas crianças nas oficinas, além da comunhão e amorosidade presentes nestes espaços, e o sentido de pertencimento. / [en] Education, dialogue, responsibility: what do adults and children tell about community life? sought to know stories, narratives, practices and interactions of adults and children who participate in schools that have community education in their proposals, to reflect on the questions: What is, for them/them, community life?; What do they understand about the concept of community?; How are relationships established in this context?; What do they tell about their interactions?; Are the narratives of participants from these different institutions similar? The research was carried out in two private schools in the city of Rio de Janeiro: Escola da Luz and Escola da Ciranda 3. Both schools have community education in their proposal. 12 adults were interviewed, professionals from the institutions - teachers, coordinators and directors - and family members who are active of the Parent Boards/Committe of the schools 4. The children, students of these schools, also told what they understood about the word community in four workshops, two in each school, with the 1st and 4th grade classes of Elementary School I. The narratives of adults and children and the look at their practices enabled the perception and understanding of community life for these subjects. Martin Buber is the author of reference for the thesis with his discussion on the differences between community and collectivity/society, the debate regarding an education for the community, dialogic relationship and genuine exchange with the other. Walter Benjamin, Mikhail Bakhtin and some authors of the Sociology of Childhood were relevant for the construction of theoretical-methodological strategies and the constitution of the researcher s perspective. Narrative, experience and the child s unveiling gaze were important concepts coming from Benjamin; the theoretical contributions in the field of research in human sciences, in addition to his perspective of language and dialogic utterance, were important productions by Bakhtin for the elaboration of the thesis; and also from some authors of the Sociology of childhood, research with children was a much debated topic. From the field with the adults, the categories emerged: availability for the community, the community listens, the challenges of community life, the disagreements and differences within these institutions, the desire for change and community, and to existing ambiguities. The community as a space for being together with the other and the differences existing in these groups were narratives shared by the children in the workshops, in addition to the communion and love present in these spaces, and the sense of belonging.