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Depuis plusieurs décennies, des études empiriques réalisées sur plusieurs pays développés ou en émergence ont montré que la baisse de la taille de la famille favorise l’investissement dans l’éducation des enfants, expliquant qu’un nombre élevé d’enfants a un effet d’amenuisement des ressources familiales. Les retombées positives de la baisse de la fécondité sur l’éducation sont largement étudiées et connues. En dépit des résultats controversés des premières études portant sur les pays de l’Afrique de l’Ouest, les récentes études empiriques tendent à confirmer l’effet positif de la baisse de la taille de la famille dans le contexte africain, du moins en milieu urbain. Par contre, jusqu’à présent, très peu d’études semblent intéressées à analyser la répartition de ces retombées entre les enfants, et encore moins à comprendre comment ces dernières affecteraient la structure des inégalités éducatives existantes. Notre étude s’intéresse à explorer la potentielle dimension démographique des inégalités socioéconomiques, notamment les inégalités éducatives dans le contexte de la baisse de la fécondité. Elle vise à apporter des évidences empiriques sur le lien entre la réduction de la taille de la famille et les inégalités éducatives au sein des ménages dans le contexte d’Ouagadougou, Capitale du Burkina Faso, qui connait depuis quelques décennies la chute de la fécondité. Elle analyse aussi l’effet de cette réduction sur la transmission intergénérationnelle des désavantages éducatifs. Pour ce faire, nous proposons un cadre conceptuel pour comprendre les mécanismes par lesquels la relation entre la réduction de la taille de la famille et les inégalités éducatives se tisse. Ce cadre conceptuel s’appuie sur une recension des écrits de divers auteurs à ce sujet. Par la suite, nous procédons à des analyses empiriques permettant de tester ces liens en utilisant les données du projet Demtrend collectées. Les résultats empiriques sont présentés sous forme d’articles scientifiques. Les conclusions du premier article indiquent que la relation entre le nombre d’enfants de la famille et l’éducation varie selon le contexte socioéconomique. En effet, pour les générations qui ont grandi dans un contexte socioéconomique colonial et postcolonial, où le mode de production était essentiellement agricole et l’éducation formelle n’était pas encore valorisée sur le marché du travail, la relation est très faible et positive. Par contre, pour les récentes générations, nous avons observé que la relation devient négative et fortement significative. De plus, les résultats de cet article suggèrent aussi que la famille d’origine des femmes a une incidence significative sur leur comportement de fécondité. Les femmes dont la mère avait un niveau de scolarité élevé (et étaient de statut socioéconomique aisé) ont moins d’enfants comparativement à celles dont leurs parents avaient un faible niveau de scolarité (et pauvres). En retour, leurs enfants sont aussi les plus éduqués. Ce qui sous-tend à un éventuel effet de levier de la réduction de la taille de la famille dans le processus de transmission intergénérationnelle des désavantages éducatifs. Le second article fait une comparaison entre les ménages de grande taille et ceux de petite taille en matière d’inégalités éducatives entre les enfants au sein des ménages familiaux, en considérant le sexe, l’ordre de naissance et les termes d’interaction entre ces deux variables. Les résultats de cet article montrent que généralement les enfants des familles de petite taille sont plus scolarisés et atteignent un niveau d’éducation plus élevé que ceux des grandes familles. Toutefois, les filles ainées des petites familles s’avèrent moins éduquées que leurs pairs. Ce déficit persiste après avoir considéré seulement les ménages familiaux monogames ou encore après le contrôle de la composition de la fratrie. L’émancipation des femmes sur le marché du travail résultant de la réduction de la taille de la famille et la faible contribution des pères dans les activités domestiques expliqueraient en partie cette situation. Malheureusement, nous n’avons pas pu contrôler l’activité économique des mères dans les analyses. Finalement, dans le cadre du troisième et dernier article, nous avons examiné l’effet d’avoir été confié par le passé sur les inégalités éducatives au sein de la fratrie, en comparant ceux qui ont été confiés aux autres membres de leur fratrie qui n’ont jamais été confiés. Dans cet article, nous avons considéré l’aspect hétérogène du confiage en le différenciant selon le sexe, la relation de la mère avec le chef du ménage d’accueil et l’âge auquel l’enfant a été confié. Les résultats montrent qu’avoir été confié dans le passé influence négativement le parcours scolaire des enfants. Cependant, cet effet négatif reste fort et significatif que pour les filles qui ont été confiées après leurs 10 ans d’âge. Un profil qui correspond à la demande de main-d’œuvre en milieu urbain pour l’accomplissement des tâches domestiques, surtout dans le contexte de la baisse de la taille de la famille et l’émancipation des femmes sur le marché du travail. / The relationship between the family size decline and children human’s capital investment has been well-studied for several decades. In most developed and emergent countries, several studies showed that the reduction in family size seems to increase the investment in the children’s education, arguing the dilution effect of each additional child on family resources. More recently, empirical studies shows this reduction tends also to improve substantially schooling levels in Sub-Saharan Countries, mostly in urban areas. Nevertheless, little is known about the distribution of these potential benefits neither how that may affect existing educational inequalities, particularly in the context of urban sub-Saharan Africa. Our study focuses on exploring the demographic dimension of educational inequalities in the context of Ouagadougou, Capital of Burkina Faso, where the fertility transition is actually ongoing. More precisely, this study seeks to understand the effect of reduction in family size on intra-family inequalities in education and secondly, on the reproduction of educational inequalities over time and generations. For that purpose, we developed on one hand a conceptual framework to understand the mechanism by which reduction in family could influence on education inequalities. Secondly, we have undertaken empirical analysis to test our hypotheses. The empirical results are presented in three scientific papers, which based on data from the Demographic Surveillance System and Health and Dentrend project. Findings from the first paper suggest that the relationship between the family size and education has shifted over time, according to the socioeconomic context. Indeed, the generations that are grown in a socioeconomic context where formal education was not valued in the labor market and the economic contributions of children were substantial as farm laborer, the relationship was very low, positive, and not statistically significant. By contrast, for recent generations, we observed that the relationship is negative and highly significant. In addition, the results of this paper also suggest that the family of origin impacts on the women’s reproductive behavior. Those whose original family was not poor and well-educated have smaller families. In turn, their children are also more educated. That suggests a potential leverage effect of the reduction in family size on the intergenerational transmission of socioeconomic disadvantages, particularly in terms of education. The second paper takes a look at intra-family inequalities in education in Ouagadougou. Do all the children in a family benefit equitably from the improved conditions brought about by limiting their number? The results suggest that generally smaller families allow more investment in children’s education. Nonetheless, oldest girls are less educated than their peers. The deficit remains even after considering only monogamous family households or after controlling the composition of the sibling. The absence of the mothers at home eased by the reduction in family size and the men’s failure to share household chores could explain this situation. Unfortunately, we were unable to control for economic activity of mothers. Finally, in the last paper, we evaluated the net impact of having been fostered in the past on the education of young adolescents (16-20 years old), comparing those who have been fostered to their sibling who has never been fostered. In this article, contrary to previous studies, we have considered the heterogeneous aspect of fostering by differentiating by sex, the mother's relationship with the host household and the age at the time of fostering. The results show a negative impact of child fostering on education, even after controlling for the endogeneity problem. However, this negative effect is greater on girls. The life’s conditions of fostered girls in host household could explain this differential effect. Finally, in the third and final article, we examined the effect of having been entrusted the education of children, comparing those who have been entrusted to other members of their siblings who have never been entrusted. In this article, contrary to previous studies, we have considered the heterogeneous aspect of fostering by differentiating by sex, the mother's relationship with the host and the ages at which the child has been entrusted. The results show that having been given in the past adversely affects the schooling of children. However, after considering some interacting variables, this negative effect remains strong and significant only for adolescent girls. These girls seem to fit the profile of additional hands for household chores, which are needed due the demographic deficits consequent to the reduction in family size in urban areas.

Made available in DSpace on 2016-04-29T14:17:06Z (GMT). No. of bitstreams: 1 Vera Lucia Kelemen Camargo.pdf: 27634042 bytes, checksum: f07a40e67437593cd954d024b5b0c86f (MD5) Previous issue date: 2007-06-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this work, we carry through a comparative and qualitative study on three programs of Foster Families, in the State of São Paulo, Brazil. The purpose of the research was to know, in order to delineate and compare, the profiles of the cited programs, by highlighting the genesis, the peculiarity and the comprehension of each one of them. Moreover, the survey aimed to raise the chances and the difficulties lived during the process of implementation, implantation and functioning of the programs. The research reveals that there is a diversity of proposals of programs of Foster Families and there are also some elementary aspects so that those programs may work minimally. The absence of homogeneity in the way of operating these programs, as well as in the way of defining criteria for their effective unctioning, does not configure negative aspects for the existence and permanence of these initiatives. Although divergent, in some ccasions, they contribute (respecting the specifications of each program) to improve the quality of the attendance to the necessities of children and/or adolescents who are moved away from the cohabitation with their families of origin. Thus, what justifies the existence of these programs, at first, is the possibility of offering humanized and individualized conditions of attendance to the children and adolescents who are under situations of vulnerability and/or imminent social risk, as well as fostering that is similar, in the positive aspects, to the ones they received from their families of origin, guaranteeing them the right to family and community life / Neste trabalho, realizamos um estudo comparativo e qualitativo sobre três programas de Famílias Acolhedoras no Estado de São Paulo. O objetivo da pesquisa foi conhecer, para delinear e comparar os perfis dos citados programas, destacando a gênese, as peculiaridades e a abrangência de cada um deles. Além disso, o estudo visou ainda levantar as possibilidades e as dificuldades vivenciadas durante o processo de implementação, implantação e funcionamento dos programas. O que se revela, através desta pesquisa, é que há uma diversidade de propostas de programas de Famílias Acolhedoras, existindo, outrossim, alguns aspectos que são fundamentais para que os mesmos possam funcionar minimamente. Essa ausência de homogeneidade na maneira de ser desses programas, bem como, no modo de definir critérios para o seu efetivo funcionamento, não se configuram como aspectos negativos para a existência e permanência destes. Ao contrário, faz emergir pontos de vista, que apesar de, em algumas ocasiões serem divergentes, contribuem (respeitando-se as especificidades de cada programa) para a melhor qualidade do atendimento das necessidades de crianças e/ou adolescentes que estejam afastadas do convívio de suas famílias de origem. Assim, o que justifica a existência desses programas, em primeiro lugar, é a possibilidade de oferecer condições mais humanizadas e individualizadas de atendimento à crianças e adolescentes que estejam em situação de vulnerabilidade e/ou de risco social iminente, bem como, um acolhimento que se assemelhe nos aspectos positivos, ao que eles tinham junto às suas famílias de origem, garantindo o direito que estes têm à convivência familiar e comunitária

The thesis presents the critical analysis of the work Thinking in Education by M. Lipman It deals with the problemc of fostering thinking through education. It explains the reasons of the relevance of the dialoque ability, critical thinking and also use of the creative and caring thinking. Also it explains that the thinking skills should be the effect of the education not only as a preparation for a life in the democratic society. The thesis summarize the views of it's critics.

Denna uppsats tar avstamp i en gestaltning där samlingen samt övergångssituationer ter sig som problematiska. En lärare i förskoleklass vill fostra barnen och gör det utan att kanske se till barnets bästa. I gestaltningen sker det först att barnen behöver bryta upp sin lek för att sedan gå in till en samling som inte är didaktiskt genomtänkt. Sedan kommer övergångssituationer som överlappar varandra och dessa ger upphov till konflikter då de är stressande för både barnen och pedagoger eftersom de måste vänta, vänta fastän de är färdiga att gå. Syftet med uppsatsen är att diskutera vilken fostrande och didaktisk funktion samlingar och olika övergångssituationer fyller i fritidshemmet. Jag lyfter även in barnperspektivet som ett perspektiv. Uppsatsen tar upp normer och dolda läroplanen som påverkar vår undervisning. Uppsatsen är skriven i formen av en vetenskaplig essä där min reflektion ger mig möjlighet att belysa och fördjupa mina frågeställningar samt söka svar på dessa kopplat till litteratur inom pedagogiken. Slutsatsen av denna uppsats är att vi inom fritidshemmet ofta styrs av gamla mönster genom de normer som vi upprätthåller i verksamheten. Det visar sig att fostran är en större del av fritidshemmet än tidigare trott. / This study takes off in a dilemma where the circle time as well as transitional situations appear to be problematic. A teacher in preschool class wants to educate the children and might not always be mindful of what is best for them. In this scenario, the children need to break up their play and then go to a circle time that is not didactically through. Then there are transition situations that overlap, and these give rise to conflicts as they are stressful for both the children and the educators as they must wait, and wait until they are ready to go. The purpose of the study is to discuss what fostering and didactic function circle time and different transition situations fulfil in the after-school activity. I also look at it from a child perspective. The discussion sets out norms and hidden curriculum that affect our teaching. Essay as a method means to reflect on a dilemma where my reflection gives me the opportunity to clarify and deepen my questions and seek answers to these in connection with literature in teaching. The conclusion of this study is that we in the after-school activity are often governed by old patterns by the standards we maintain in the activity. It turns out that fostering is a larger part of the after-school activity than previously thought.

The general objective of this paper is to demonstrate that forests and forestry activities are compatible with the real estate structure of small rural holdings, turning into a relevant subsistence factor, while providing for new opportunities of extra income for rural families, besides constituting a development hub of the region in question. The study was conducted in the central region of Rio Grande do Sul, in an area where the leading economy is tobacco farming, comprising 13 municipalities that compose the operational area of the Management Committee of the Rio Pardo Hydrographic Basin. The population in the area under study reaches 328,677 people, representing 3.1% of the population of the State, split into 67.0% in the rural zone and 32.9% in the rural area, showing a variation in the different municipalities. In accordance with Koeppen s classification the climate of the region is denominated Cfa, Subtropical Humid, with warm summers and cold winters. Throughout the region, there are 21,700 tobacco growing families, and 42.9% of them do not own the land where they grow the crop. For data collection, a forestry inventory was conducted on the holdings of the farmers, complemented by interviews with farmers and 63 of the 75 sawmill owners in the region. The survey of the producers was done along with the forest inventory, and the allocation of samples was performed through the sampling process, with probabilities proportional to the forest area of the sample, and the PRODAN method was used in the sampling of the forest inventory. From the study it was concluded that the region is characterized by small-scale farmers, and 61.4% of the wood used for curing their tobacco come from outside the region, and the same goes for the timber that supplies the 75 sawmills. With regard to public policies, the majority of the farmers do not know the PopFlora, and only 30.3% know about the PRONAF FLORESTAL, and 47.4% of all reforestations are done with their own resources. Regarding technical assistance, 77.8% of the producers plant their forests without receiving any directives or technical assistance, characterizing a gap in the public polices geared towards stimulating forest activities within the family farmers context. The collected data ascertain that the region could hold projects big enough to supply the idle capacity of the sawmills, replace the supply from other regions, maintain a sawmill for pallet processing and a medium size company for making plates, which would require investments for the generation of 3,622 jobs, whilst involving resources of R$ 33,500,000.00 a year. In the meantime, values needed for investing in self-sufficiency in wood for the tobacco farming needs would reach R$ 12,250,000.00 which could be allocated on an annual basis during seven years of simple wood chopping, throughout the 13 municipalities of the region, resulting into an area of 80 ha/year/municipality. Finally, it was concluded that this regional development model is sustainable and fundamental, as it does not occur in area concentration or in income concentration areas, it fills all kinds of needs, from industrial processes to domestic demands, which induces new concepts related to non-wood products and forest environmental services. / Este trabalho tem como objetivo geral demonstrar que a floresta e a atividade florestal são compatíveis com a estrutura fundiária das pequenas propriedades rurais, constituindo-se em um importante ponto de subsistência, da mesma forma possibilitar uma nova oportunidade de complementação de renda para as famílias rurais, além de se constituir num eixo de desenvolvimento da região de abrangência. O estudo foi desenvolvido na região central do Rio Grande do Sul, cuja economia principal é a fumicultura, abrangendo 13 municípios que compõem a área de atuação do Comitê de Gerenciamento da bacia Hidrográfica do Rio Pardo. A população da área de estudo compreende 328.677 habitantes, representando 3,1% da população do estado, distribuída com 67,1% na área urbana e 32,9% na área rural, variando entre os municípios. Conforme a classificação climática de Koeppen, o clima na região é denominado de Cfa, Subtropical Úmido, com verões quentes e invernos frios. Nesta região há 21.700 famílias que cultivam tabaco e, deste total, 42,9% não são proprietárias das áreas onde cultivam tabaco. Para a obtenção dos dados foi feito um inventário florestal nas propriedades dos fumicultores e entrevistas com agricultores e proprietários de serrarias, (63 serrarias de 75 existentes na região). A pesquisa com os produtores foi feita junto ao inventário florestal, pelo método de amostragem de PRODAN, cuja alocação das amostras deu-se pelo processo de amostragem com probabilidade proporcional ao tamanho da área florestal. O estudo permitiu concluir que a região é caracterizada por pequenos produtores rurais, e que 61,4% da lenha utilizada na cura das folhas de tabaco são originárias de fora da região, bem como 36,1% da madeira que abastece as serrarias. Em relação às políticas públicas, a maioria dos produtores rurais não conhece o PROPFLORA e apenas 30,3% conhece o PRONAF FLORESTAL, sendo que 47,4% dos reflorestamentos são feitos com recursos próprios. Em relação à assistência técnica, 77,8% dos produtores plantam suas florestas sem receber orientação ou assistência técnica, caracterizando uma lacuna nas políticas públicas voltadas ao estímulo da atividade florestal, no contexto da agricultura familiar. Os dados levantados permitem constatar que a região comporta projetos para atender à capacidade ociosa das serrarias, substituir o abastecimento oriundo de outras regiões, uma serraria para processamento de pallets e uma empresa de médio porte para a fabricação de chapas, para o que necessitaria de investimentos para gerar 3.600 empregos e movimentar recursos na ordem de R$ 33.500.000 anuais; e que os valores, necessários para investir na autossuficiência de madeira para a fumicultura, são de R$ 12.250.000,00, que poderiam ser alocados anualmente, durante sete anos de rotação em talhadia simples, nos 13 municípios da região, resultando numa área de 80 ha/ano/município. Por fim, conclui-se que este modelo de desenvolvimento regional é sustentável e fundamental, por não ocorrer em concentração de áreas e nem de renda, atende às demandas de toda ordem, desde processos industriais, até nas demandas domésticas, o que induz conceitos novos, relacionados aos produtos não madeiráveis e os serviços ambientais da floresta.

Fostering students’ creativity in school subjects has recently become a central focus of educational researchers, educators, and educational policymakers around the world. In Kuwait, educational researchers and teacher educators have supported the need to foster students’ creativity via a national curriculum. Yet, the Ministry of Education has conducted few studies to explore practitioners’ perspectives on how to foster creativity through the current curriculum. The overall aims of this study were to explore science teachers’ pedagogical beliefs and practices in fostering creativity in science classrooms as well as to investigate the influences of sociocultural factors on teachers’ beliefs and practices in fostering creativity. The study also examined the consistency and inconsistency levels between teachers’ beliefs and practices. The study has a qualitative nature that stands on an interpretive worldview. The methodology uses eight case studies, each of which consisted of a male science teacher and one of his classes. Multiple methods were used, including semi-structured interviews (pre- and post-observational interviews), student focus groups, unstructured observations, participants’ drawings, and field notes. The analysis was based on thematic analysis model proposed by Braun and Clarke (2006). Thematic findings and case studies findings were drawn from the analysis of the data collected. In general, the thematic findings indicated that science teachers are able to define the meaning of creativity and its main aspects. Professed pedagogical beliefs enforce four teaching approaches to foster creativity in the science classroom: the teaching of thinking skills, inquiry-based learning, cooperative learning, and practical investigation (experimentation). The teachers believe that these approaches could promote students’ creativity in science classroom when specific sociocultural factors facilitate the effectiveness of such approaches in terms of fostering creativity. Three interdependent categories represent these facilitating factors: (1) educational setting-related factors, (2) teacher-related factors, and (3) student-related factors. Differences and similarities appeared when these professed beliefs were compared to the applied classroom practices. The thematic analysis revealed several themes underlying the main categories. Extensive teacher-centred practices and modest student-centred practices were evident; more specifically, the observations revealed primarily teacher-centred approach inside the science classes. Meanwhile, student-centred approaches were modestly applied in comparison to teacher-centred activities. The teachers justified their practices in accordance with the sociocultural factors that mediate their beliefs and practices as well as the role of their goal orientation. The science teachers perceived the mediating factors as constraints that prevent them from applying their beliefs about fostering creativity in classroom practices. Multiple constraining factors emerged, and they were categorised into personal, external, and interpersonal constraints. Concerning the case study findings, consistencies and inconsistencies were identified using a cut-off point as an analytic technique to classify teachers’ beliefs and practices into traditional (non-creativity fostering), mixed, or progressive (creativity fostering). The case study findings identified four consistency and inconsistency levels characterizing teachers’ beliefs and practices: traditional (consistent level), mainly traditional (inconsistent level), mixed (consistent level), and mainly progressive (inconsistent level). Each level was represented by an exemplary case study. The exemplary case studies revealed that sociocultural contexts influence teacher’s belief-practice relationship with respect to fostering students’ creativity in science classroom. Further, the thematic and case study findings were discussed in relation to the existing body of knowledge, followed by an illustration of significant conclusions, including some implications, contributions, limitations, and future suggestions.

Cette présente thèse, organisée en trois chapitres, traite de problématiques liées à la culture, la famille et le développement en Afrique sub-saharienne. Les deux premiers chapitres traitent du confiage des enfants en Afrique. Dans le chapitre 1, que j’ai co-écrit avec Irène Dohouin, nous examinons les déterminants du confiage des enfants et les caractéristiques de l’enfant confié. À cet effet, nous utilisons les données d’une enquête que nous avons organisée et réalisée au Benin en 2022 dans le cadre d’un projet portant sur les conditions de vie dans l’enfance et la qualité de vie a l’âge adulte. Les analyses montrent que le niveau d’éducation des parents et la perte d’un parent pendant l’enfance sont associés au confiage des enfants. En ce qui concerne le choix de l’enfant confié, les résultats montrent que les filles sont généralement les plus confiées et la probabilité d’être confié décroît strictement avec l’ordre de naissance de l’enfant dans la fratrie. Nous trouvons aussi qu’il existe une différence importante dans les raisons de confiage entre les filles et les garçons. En effet, les filles sont confiées en général pour aider dans les travaux domestiques tandis que les garçons sont confiés pour aller à l’école. Le chapitre 2 est co-écrit avec Irène Dohouin, Raphael Godefroy et Joshua Lewis. Nous y analysons les effets de long terme du confiage des enfants. En utilisant les données collectées dans le cadre de l’enquête évoquée précédemment, nous montrons que les per- sonnes adultes qui ont été confiées dans leur enfance sont moins susceptibles de fréquenter une école comparativement à leurs frères et sœurs non confiés. Nous montrons que cette différence du niveau d’ éducation s’est accrue après la réforme du système éducatif dans les années 1990 au Bénin. Toutefois, nous n’avons trouvé aucune évidence que le confiage a des effets négatifs à l’âge adulte. Au contraire, les résultats semblent montrer que les personnes confiées performent mieux sur le marché du travail relativement à leurs frères et sœurs non confiés. Nos résultats suggèrent que les coûts à long terme du placement des enfants peuvent être considérablement attenues grâce à des transferts compensatoires. Dans le troisième chapitre, je m’intéresse à la compréhension du rôle de la culture dans l’assimilation économique des peuples africains en général, et des femmes en particulier. Pour ce faire, j’analyse la contribution de la langue parlée, une composante essentielle de la culture, à l’assimilation économique des femmes sur le marché du travail, et le cas échéant, la persistance de cette contribution dans les temps modernes. Pour répondre à cette question, je combine les données sur l’emploi des femmes provenant des Enquêtes Démographiques et de Santé (EDS), avec les données sur les langues et les ethnies africaines dans une régression par les Moindres Carrés Ordinaires (MCO). Les résultats montrent qu’il existe une association positive entre la similarité linguistique et l’assimilation économique des femmes sur le marché du travail dans les temps anciens (avant la colonisation). Toutefois, cette contribution historique de la similarité linguistique a disparu avec le temps. Les résultats montrent que c’est plutôt la qualité des institutions qui jouent un rôle prépondérant dans l’assimilation économique des femmes de nos jours. / This thesis, organized into three chapters, addresses issues related to culture, family and development in sub-Saharan Africa. The first two chapters deal with childhood fostering in Africa. In chapter 1, co- authored with Irene Dohouin, we examine the determinants of child fostering across and within family in Bénin. In this purpose, we rely on a dataset that comes from a unique survey that we designed and conducted in Bénin in 2022 as part of a project on child- hood living conditions and well-being in adulthood. We find that parental education is associated with child fostering. Indeed, less educated parents are more likely to foster one of their children. The fostered child is chosen according to his gender and his birth order, with daughters facing a high risk of fostering during childhood. Also, children who lost one of their parents during childhood are have a higher probability of being fostered than their other biological siblings. Importantly, we find an important gender difference in reasons of child fostering as boys are fostered for schooling whereas girls are fostered to help in domestic tasks. Furthermore, the probability to be fostered during childhood is steady decline by birth order. Chapter 2, co-authored with Irene Dohouin, Joshua Lewis and Raphael Godefroy, studies the long run effect of childhood fostering. Using a dataset derived from the survey that I mentioned above, we estimate that adults who were fostered during childhood are significantly less likely to have attended school than their biological siblings. We show that this difference in education achievement increased after the launch of an education reform in the 1990s. Nevertheless, along a range of socioeconomic outcomes, we find no evidence that childhood fostering had lasting negative impacts into adulthood. Indeed, we find some evidence that fostered siblings enjoyed slightly better labor market outcomes than their non-fostered siblings. Our results suggest that the long-term costs of childhood fostering may be substantially mitigated through compensating transfers. The third chapter aims to understand the role of culture in the economic assimilation of African people in general, and for women in particular. Especially, I study the association between linguistic proximity and ethnic proximity in women labor market participation and I investigate whether this association persisted over a long period of times. By taking advantage of three different datasets and an OLS estimates that ac- count for the geography of ethnic group’s homeland, I find that linguistic proximity is strongly and significantly associated to the ethnic proximity in women historical labor market participation. I find also that there is no association between linguistic proximity and ethnic proximity in women labor market participation in modern days. This finding suggests that the historical relationship does not persist until today. Furthermore, I show evidence that ethnic group pairs inhabiting a high rule of law country are associated with a high degree of proximity in women labor market participation today. This last finding is suggestive of the important role of national institutions in driving economic assimilation across Africa.

Made available in DSpace on 2016-04-29T14:17:25Z (GMT). No. of bitstreams: 1 Janete Aparecida Giorgetti Valente.pdf: 608289 bytes, checksum: 6c082d4d6b83d1f30f38c2156ee8fa71 (MD5) Previous issue date: 2008-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Brazil has a history of 500 years of institutionalization of children and adolescents. Since 1990, with the implantation of the Child and Adolescent Statute, a constant effort has been effectuated to guarantee the right to family and community life to this segment. The importance of family and community life for children and adolescents is recognized in the Federal Constitution and in the Child and Adolescent Statute, as well as in other national and international regulations. An important and democratic proposal has been introduced in Brazil in 2006, with a broad participation of national segments: the National Plan for the Promotion, Protection and Defense of the Right of Children and Adolescents to Family and Community Life. This Plan proposes to prioritize this theme, motivating the conceptualization and implementation of public policies to ensure this right, constituting a landmark to the standing up to the culture of institutionalization of children and adolescents in Brazil. Some initiatives of family fostering attempt to offer care alternatives to children and adolescents that need to be temporarily separated from their families. There are also municipalities that have set forth, as a public policy, a Foster Family Program, as the alternative for children and adolescents in need of this kind of protection. This analysis is an offspring of the experience of the SAPECA Program, run by the Municipal Secretary of Social Assistance of the Municipal Administration of Campinas, SP. SAPECA is a family assignation program defined by Art. 90 of the Child and Adolescent Statute, and its objective is to assist in foster families children and adolescents victimized by domestic violence, offering vitalization conditions for their family and community networks, with possibilities of access to social services networks and psychological and social counseling for the family and community groups / O Brasil tem uma história de mais de quinhentos anos de institucionalização de crianças e adolescentes. Desde 1990, com a implantação do Estatuto da Criança e do Adolescente, através da lei tem sido realizado um esforço constante para a implementação de programas de proteção que garantam o direito à convivência familiar e comunitária a esse segmento. A importância da convivência familiar e comunitária para a criança e o adolescente está reconhecida na Constituição Federal de 1988 e no ECA, bem como em outras legislações e normativas nacionais e internacionais. No Brasil uma importante e democrática proposta foi concluída em 2006, com ampla participação nacional: o Plano Nacional de Promoção, Proteção e Defesa do Direito de Crianças e Adolescentes à Convivência Familiar e Comunitária. A estruturação desse Plano propõe dar prioridade à essa temática, incentivando a formulação e implementação de políticas públicas que assegurem esse direito, constituindo um marco para o enfrentamento à cultura de institucionalização de crianças e adolescentes no país. Algumas iniciativas de acolhimento familiar vêm tentando oferecer alternativas de cuidado, à criança e ao adolescente que necessitam ser afastados temporariamente de sua família. Há também municípios que possuem como política pública o programa Família Acolhedora , como única alternativa a crianças e adolescentes que necessitam desse tipo de proteção. Esta análise parte da experiência do SAPECA, que é um programa da Secretaria Municipal de Cidadania, Trabalho, Assistência e Inclusão Social da Prefeitura Municipal de Campinas/SP, previsto no art. 90 do Estatuto da Criança e do Adolescente, como colocação familiar e tem por finalidade atender à criança e ao adolescente vítimas de violência doméstica, em famílias acolhedoras. Esse trabalho envolve uma atenção especial à família de origem objetivando o retorno dos mesmos a ela, desde que de forma protegida. Para isso procura oferecer-lhe condições de vitalização de sua rede familiar e comunitária e possibilidades de acesso à rede de serviços, com trabalhos de orientação sócio-psico individual, no grupo familiar, nos grupos familiares entre si, nos grupos comunitários; e de articulação com os serviços da comunidade