Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Beatriz Di Marco.pdf: 259759 bytes, checksum: 02daee7e4d61fb03935bf59aade444ee (MD5) Previous issue date: 2012-06-20 / The present study, which made use of qualitative exploratory method, whose data collection instrument was a structured interview applied in nine individuals graduated from the University For All Program, questioned if that affirmative action is socially inclusive. For a broader understanding of the problem, it contextualizes the historical inequalities characteristic of Brazilian society since its colonization to the present day. It approaches the Higher Education Reform in order to provide an understanding of the actions related to the implementation of current public policies. It analizes the actions of Fernando Henrique Cardoso and Luis Ignácio Lula da Silva governments related to higher education. It displays the affirmative actions related to higher education implemented in the country. It discusses concepts of public policies and affirmative actions, as well as social inclusion. Using inclusion indicators as social mobility, formal employment, autonomy, empowerment, happiness and citizenship, it concludes that an affirmative action as ProUni is able to include socially, to reduce inequalities and to promote democracy / Este estudo que se utilizou do método qualitativo exploratório, cujo instrumento para coleta de dados foi uma entrevista estruturada aplicada em nove sujeitos egressos do Programa Universidade para Todos questionou se esta ação afirmativa inclui socialmente. Para maior entendimento da problemática, contextualiza o histórico das desigualdades característico da sociedade brasileira desde a sua colonização até os dias atuais. Aborda as reformas do ensino superior a fim de proporcionar o entendimento das ações referentes à implantação das políticas públicas atuais. Analisa os atos dos governos de Fernando Henrique Cardoso e Luis Ignácio Lula da Silva em relação ao ensino superior. Apresenta as ações afirmativas voltadas para o Ensino Superior implantadas no país. Discute conceitos de Políticas Públicas e ações afirmativas, bem como os de inclusão social. Através de indicadores de inclusão tais como mobilidade social, emprego formal, autonomia, empoderamento, felicidade, cidadania, conclui que uma ação afirmativa como o ProUni é capaz de incluir socialmente, de diminuir desigualdades e de promover a democracia

O início do século XXI no Brasil é marcado por um movimento expressivo da sociedade pela inclusão da pessoa com deficiência. A legislação em vigor no país passou a garantir direitos básicos como educação e trabalho, o que determinou o aumento da participação das pessoas com deficiência nos espaços sociais. Contudo, essas mudanças têm sido acompanhadas por um mal-estar social que tem polarizado a opinião pública e refletido a dificuldade existente na relação com o deficiente. Esta pesquisa nasceu de uma experiência na Associação Pestalozzi de Osasco, uma organização social, sem fins lucrativos, que atua na educação profissional de jovens e adultos com deficiência intelectual. A partir de uma práxis em que a teoria psicanalítica orienta a escuta e a prática, a autora propõe encaminhar uma reflexão crítica sobre as formas de relação que o sujeito estabelece com o diferente /o estranho, no caso, o deficiente intelectual. A intenção da autora é que esta discussão abra novos campos que possam contribuir com novas propostas para a inclusão da pessoa com deficiência intelectual e de possíveis formas de laço social mais adequadas a essa situação. / A considerable move of the society in order to promote the inclusion of people with deficiencies was under the spotlight in the beginning of the 21st century in Brazil. Basic rights such as education and work started to be guaranteed by law, which determined the increase in the number of people with deficiencies in social spaces. However, these changes have been accompanied by a social discomfort that has polarized the public opinion and reflected our difficulty to interact with handicapped people. This research is the result of an experiment carried out in Associação Pestalozzi de Osasco, a Brazilian non-profit social organization that offers professional-oriented education for young people and adults with intellectual deficiency. Based on a praxis in which the psychoanalytic theory guides the practice, the author proposes to develop a critical reflection on the forms of interaction the subject establishes with what is unusual for him/her, and in this case, the handicapped person. The aim of the author is that this discussion may open new paths that can contribute to the reflection on proposals for the inclusion of people with intellectual deficiencies and to establish possible ways of social bonds that are more suitable to this situation.

O presente trabalho se dedica ao estudo da adoção inter-racial, como importante mecanismo de preservação dos interesses das crianças e dos adolescentes abandonados e institucionalizados no país, dos adotantes e da sociedade em geral. A pesquisa tem início com a análise das normas nacionais e internacionais destinadas à proteção dos direitos das crianças, com especial enfoque aos princípios da dignidade da pessoa humana, do melhor interesse da criança, da convivência familiar e da afetividade. Fixado o regramento jurídico geral a respeito do tema, passa-se à análise do processo de adoção, com especial ênfase ao perfil dos interessados e à adoção inter-racial. Após detalhado estudo das teses favoráveis e contrárias a esta modalidade de adoção, com fundamento na doutrina norte-americana, comprova-se que, uma vez ultrapassados o preconceito racial e a resistência dos interessados à transparência da paternidade afetiva, a medida é extremamente vantajosa aos interesses não apenas dos adotados, como também dos adotantes, dos pais biológicos e da sociedade brasileira. Por fim, a pesquisa conclui que a adoção inter-racial, por promover um reconhecimento positivo dos envolvidos, representa importante mecanismo de inclusão social, de desenvolvimento humano, de prevenção da violência e de combate ao racismo. / The present study aims to examine transracial adoption as an important mechanism to preserve the interests of abandoned and foster care children and adolescents in the country, the adopters and society in general. The research begins with the analysis of national and international standards for the protection of children\'s rights, with a special focus on the principles of human dignity, the best interest of the child, family coexistence and affection. Once the general legal rules on the subject are set, the study goes forward to the analysis of the adoption process itself, with special emphasis on the profile of all the involved in the process and on transracial adoption. After a detailed study of the pros and cons of this type of adoption, based on North American doctrine, it was proven that, once overcome racial prejudice and resistance to the acceptance of affective paternity, this source is extremely advantageous to the interests of both adoptees and adopters, biological parents and Brazilian society. Finally, the research concludes that transracial adoption is an important mechanism of social inclusion, human development, violence prevention and combating racism as it promotes a positive recognition of those involved in this process.

Researchers have shown that the voices of parents of adults with intellectual disabilities can help build supports in the community. Research regarding the perceptions and lived experiences of these parents regarding social inclusion of adults with intellectual disabilities is limited. Guided by positive psychology, the purpose of this interpretive phenomenological study was to examine parents' lived experiences of social inclusion of adults with intellectual disabilities. Research questions were framed to understand and describe the meaning of how parents experience social inclusion with their adult children with intellectual disabilities. Data were elicited through 6 individual interviews with parents of adults with intellectual disabilities from Shelby County, Tennessee. Data was analyzed using a phenomenological and double hermeneutic approach that is consistent with the interpretative phenomenological analysis. The findings from this study were compared with existing literature indicating that parents must facilitate social inclusion for their adult children with intellectual disabilities. Another finding from the study was that parents believe that there is a need to build relationships in the community. Including the voices of parents of adults with intellectual disabilities with those of professionals could influence policy makers in designing supports for parents and families, which could have positive social change implications. Adults with intellectual disabilities may benefit from the study, in that their parents' voices are being heard and the study draws attention to the need for continual support from service providers, policy makers, and the community itself. This study also helps to fill a gap in research regarding parents' lived experiences and perceptions concerning social inclusion of their adult children with intellectual disabilities.

acase@tulane.edu

Esta dissertação trata do \"USP na Escolinha\", Programa de extensão universitária conduzido, desde 2013, na Faculdade de Zootecnia e Engenharia de Alimentos (FZEA/USP) da Universidade de São Paulo (USP). O Programa se dedica às crianças matriculadas no ensino fundamental, tendo por propósito apresentar a instituição, e seus respectivos cursos e formações, ao mesmo tempo que procura enriquecer o processo de formação, por meio da divulgação de elementos e conceitos relativos à sustentabilidade, bem-estar animal, reciclagem, entre outros assuntos relacionados às áreas de conhecimento desenvolvidas pela FZEA/USP no Campus Fernando Costa em que se localiza. Partindo dessa contextualização, o objetivo deste estudo foi o de documentar o referido Programa como uma alternativa genuína e inovadora para a promoção da inclusão social da comunidade regional no âmbito da FZEA/USP, bem como, com a própria USP, por meio da disseminação de conhecimento sobre diferentes possibilidades de interação com a Universidade e suas propostas de inclusão. Nesse sentido, parte-se da constatação de que o sistema social é reprodutor de desigualdades nas mais variadas interações entre os sujeitos, de modo que são necessárias ações para que haja a ruptura dessa reprodução. Como método, utilizou-se pesquisa exploratória por meio da condução de estudo de caso. Questionário semiestruturado foi aplicado aos familiares das crianças participantes do Programa no período de 2016 a 2018. O intuito foi o de capturar o conhecimento que a família tinha sobre a instituição antes da experiência. Entre outros impactos, esta dissertação contribui para contextualizar os desafios e oportunidades de políticas públicas universitárias dedicadas à inclusão social. O estudo em particular corrobora o Programa \"USP na Escolinha\" como estratégia de ruptura da reprodução dos sistemas de desigualdades de oportunidades. Por um lado, se evidencia amplo e generalizado desconhecimento dos familiares entrevistados sobre oportunidades oferecidas pela FZEA/USP e a USP, bem como as formas e caminhos para acesso. Por outro, o estudo projeta o Programa como importante veículo de comunicação, mas também de sensibilização de todos os atores envolvidos. A partir de sua lógica de integração criança-família-professor, o Programa fomenta a aproximação e sentimento de pertencimento da família à Instituição, assim como a vontade genuína na criança pelo conhecimento e ensino universitário em geral e pelo agronegócio em particular, ao referir-se a área-foco de atuação da FZEA/USP e do Campus Fernando Costa em que se localiza. Por fim, ressalta-se ainda que ao documentar o Programa, essa dissertação procura despertar o interesse de outras instituições de ensino por práticas educativas de natureza inclusivas. / This dissertation deals with \"USP na Escolinha\", University Extension Program conducted since 2013 at the Faculty of Animal Science and Food Engineering (FZEA / USP) at the University of São Paulo (USP). The program is dedicated to children enrolled in elementary education, with the purpose of presenting the institution and its respective courses and training, while at the same time seeking to enrich the training process by disseminating elements and concepts related to sustainability, animal welfare, recycling, among other subjects related to the areas of knowledge developed by FZEA / USP at the Fernando Costa Campus where it is located. Based on this contextualization, the objective of this study was to document the Program as a genuine and innovative alternative for the promotion of social inclusion of the regional community within FZEA / USP, as well as with USP itself, through the dissemination of knowledge about different possibilities of interaction with the University and its proposals for inclusion. In this sense, it is based on the fact that the social system is a reproducer of inequalities in the most varied interactions among the subjects, so that actions are necessary to break the reproduction. As a method, we used exploratory research through the conduction of a case study. Semi-structured questionnaire was applied to the families of the children participating in the Program from 2016 to 2018. The purpose was to capture the knowledge that the family had about the institution before the experience. Among other impacts, this dissertation contributes to contextualize the challenges and opportunities of university public policies dedicated to social inclusion. The study in particular corroborates the \"USP in the School\" Program as a strategy to break the reproduction of systems of inequalities of opportunity. On the one hand, there is a widespread and widespread lack of knowledge about the opportunities offered by FZEA / USP and USP, as well as the ways and means of access. On the other hand, the study projects the Program as an important vehicle for communication, but also for raising awareness among all the actors involved. Based on its logic of child-family-teacher integration, the Program fosters the family\'s approach and feeling of belonging to the Institution, as well as the genuine will of the child through university knowledge and education in general and agribusiness in particular, the area of focus of FZEA / USP and the Fernando Costa Campus where it is located. Finally, it is emphasized that in documenting the Program, this dissertation seeks to arouse the interest of other educational institutions for inclusive educational practices.

Due to the rapid urbanization and globalization, urban social life is getting more complex thanever. Stockholm, the capital city of Sweden, is the residence of about 180 nationalities thatmakes it one of the prominent multicultural cities in Europe. Moreover, sustainable developmentis one of the main goals of the Swedish government. In this circumstance, it is the challenge tomake a socially cohesive society to ensure its social and economic development. This study isaimed to have an inner look at social cohesiveness between Bangladeshi community and otherethnic groups including native Swedish in Stockholm from a qualitative research approach. Asocial cohesion framework has been formulated by analyzing various literatures for the purposeof this study. This social cohesion framework comprises of social, cultural, political andeconomic indicators to understand the different dimensions of social cohesion in Stockholm.This framework is used during preparation of the questionnaire for conducting the qualitativesurvey that includes twelve in-depth interviews. Empirical result reveals that Bangladeshicommunity has a weak sense of belonging and a lack of common identity to the mainstreamsociety, rather they have stronger attachment to other Bangladeshi immigrants in Stockholm.Although lack of social cohesiveness has been found between Bangladeshi immigrants and otherresidents in Stockholm, but many threats to social cohesion (for example; racial conflict) areabsent in Stockholm. Therefore, it is a reachable challenge to make this society cohesive for thebetterment of the country by initiating proper measures.

In response to the continuing challenges of homelessness in Victoria, BC, a variety of homeless-serving agencies are active in the region. Community concerns about these services have given rise to the practice of developing Good Neighbour Agreements (‘GNA’) and forming Good Neighbour Groups (‘GNG’) with local community members to monitor the social services, mitigate conflict, and prevent undesired impacts on the neighbourhoods. Based in an interpretive description methodology using interviews and document analysis, the purpose of this research is to explore the involvement of the street community in the development of one GNA and subsequent governance activities of the associated GNG. Findings demonstrate that individuals from the street community generally have not been directly involved but instead represented by a local homeless-serving agency, a model of representation that has important limitations. Despite the lack of formal involvement, people from the street community continued to engage independently in neighbourhood matters, undertaking ongoing advocacy work that in turn helped to yield greater participation of the street community in the GNG. / Graduate / 0617 / 0452 / 0615 / crossgeoff@yahoo.ca

This thesis aims to provide a critical evaluation of the Third Way and its reflections on Turkish politics. The Third Way emerged in the late 1990s with a claim to provide an alternative both to the old social democracy of welfare state period and to neo-liberalism. Based on a specific account of the radically changed world, the Third Way has maintained that the new conditions have rendered the old conceptualizations, as well as the old political positions, invalid. In this sense, this thesis argues that the re-definitions of the state and society relationship, the citizenship and the global order that the Third Way theory pursue have become the hegemonic notions of the current political context. It also claims that the Third Way can be considered as a product of the common attempts maintained by various approaches to complement the competitive market mechanism with social solidarity based on a socially inclusive strategy. The reflections of the Third Way on current Turkish political atmosphere are assessed in the thesis as further proofs of the hegemonic position that the Third Way occupies.

Την δεκαετία 2000-2010 το ελληνικό κράτος παρεμβαίνει στους πληθυσμούς των Τσιγγάνων μέσω δύο προγραμμάτων: του Ολοκληρωμένου προγράμματος Δράσης για την Κοινωνική Ένταξη των Ελλήνων Τσιγγάνων και του Προγράμματος Ένταξης των Τσιγγανοπαίδων στο Σχολείο. Το πρώτο πρόγραμμα που υλοποιείται από το τότε ΥΠΕΣΔΔΑ στόχο έχει να μεριμνήσει για τη χορήγηση εγγυημένων δανείων στους Τσιγγάνους προκειμένου να ενταχθούν οικιστικά αποκτώντας ιδιόκτητη κατοικία. Το δεύτερο πρόγραμμα υλοποιείται από το ΥΠΕΠΘ και αφορά την Ένταξη των Τσιγγανοπαίδων στο Σχολείο, μέσα από ένα πλέγμα ενεργειών. Στην παρούσα έρευνα εξετάζουμε την ένταξη των οικογενειών των Τσιγγάνων ως παράγοντα που διαφοροποιεί την φοίτηση των Τσιγγανοπαίδων. Εξετάζουμε αν η οικιστική, κοινωνική, οικονομική και εκπαιδευτική ένταξη των οικογενειών των Τσιγγάνων διαφοροποιεί ποσοτικά και ποιοτικά τη φοίτηση των τέκνων τους. Η βασική μας υπόθεση ότι η ένταξη των οικογενειών των τσιγγανοπαίδων στον κοινωνικό ιστό του τόπου κατοικίας, οι αντιλήψεις των τσιγγάνων γονέων για τη φοίτηση των τσιγγανοπαίδων και οι σχετικές πρακτικές, η αξιοποίηση - διάθεση του ελεύθερου χρόνου τόσο των οικογενειών γενικά όσο και των τσιγγανοπαίδων ειδικά, η τυχόν παραβατικότητα και οι πολιτισμικές ομοιότητες και διαφορές επηρεάζουν τη φοίτηση των τσιγγανοπαίδων. Η έρευνα είναι ποιοτικής μεθοδολογίας. Βασίζεται σε συνδυασμό παρατήρησης και ανοικτής συνέντευξης με τους γονείς. Στο κείμενο των συνεντεύξεων έχει γίνει ανάλυση κειμένου. Παράλληλα έχουν χρησιμοποιηθεί στοιχεία από παρατήρηση των Τσιγγάνων μαθητών στη σχολική τάξη και το προαύλιο και συνεντεύξεις με τους ίδιους και τους δασκάλους τους. Το θεωρητικό πλαίσιο που χρησιμοποιήσαμε εντάσσεται στη Νέα Κοινωνιολογία Της Εκπαίδευσης και συγκεκριμένα στο θεωρητικό σχήμα του Basil Bernstein. Tα αποτελέσματα της έρευνας επιβεβαιώνουν σε ένα μεγάλο βαθμό την αρχική μας υπόθεση. / The sociological dimension of the present study is based on the observation that the Greek contemporary educational system is demanded to solve the problems of an even more complicated social phenomenon: the integration of the Greek Gypsies. Considering the social framework of the modern educational system we claim that parental strategies could have deep positive impact not only on the acquisition of knowledge but also on social action. We argue that B. Bernstein’s theoretical framework relates, theoretically as well as methodologically, to the integration process of the young Gypsies in the school classroom. The methodology of the specific research process is based on the qualitative techniques of observation, interview and content analysis.