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No. of bitstreams: 2 Dissertacao - Fabiana Soares Pimentel - Educacao Catalao.pdf: 902811 bytes, checksum: a339efa11c2e32a7ee4a073cb08f02ea (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-03-14 / This research is developed for Post Graduate program in Education of the Federal University of Goiás – Catalão campus, related to the Research: Educational Practices, Educational Politics and Inclusion. The research is a subject that expresses an urgency of early childhood education: the articulation between the Political Educational Project and the assurance of children’s rights, focusing on the politics implemented in the last decades and the educational practices. The goal of this research is to comprehend if the Political Educational Project is an instrument of organization in the political and educational in which reveals and effectively has a child as the subject of rights. The methodology of investigation was fundamental in the qualitative research and instrumental in obtaining the data involved, registered from multiple interviews and from outside studies. The documental analysis, we worked with official documents that focused on Childhood Education, elaborated by MEC, from SME, through the Municipal Counselor of Education of Goiania, and from Researched Institutions (Political Educational Project). The empirical research was accomplished in two phases, being that the first one was constituted by observations and data from two Municipal Centers of Education in Goiania, and the second one was accomplished by interviewing in such institutions. The theoretical reference utilized for the analysis and the critical reflection of the subject of study was created from different authors with significant production on the Educational Politics, as well as the practical education focused on childhood, such as: Ariés (1981); Charlot (1986); Kramer (1995); Kuhlmann Jr. (2001); Merisse (1997); Rizzinni (2008); Rosemberg (1989); Haddad (1991) and others. The results of this study indicated that starting on the second half of the XX century, in which the history of the childhood in Brazilian children was created, and consequently the formulation of its conceptions, it was defined by its judicial and legal system. Therefore, it’s considered that without the knowledge of childhood, children and its rights are in relation to the historical, logical and the concrete conditions and goals of political projects and educational institutions of childhood, conceptions of childhood and children, continues to be abstract. I emphasize of the necessity to comprehend the process of building early childhood education, in which will guaranty, above all, the children’s rights. / A presente pesquisa está vinculada ao Programa de Pós-graduação em Educação da Universidade Federal de Goiás – Campus Catalão, na Linha de Pesquisa: Práticas Educativas, Políticas Educacionais e Inclusão. Investigamos um tema que expressa uma urgência significativa para a educação infantil: a relação/articulação entre Projeto Político Pedagógico e a garantia dos direitos da criança, destacando-se as políticas implementadas nas últimas décadas e as práticas educativas. A investigação teve como objetivo compreender como o Projeto Político Pedagógico é um instrumento de organização do trabalho político e pedagógico que revele e efetive a criança como sujeito de direitos. A metodologia da investigação fundamentou-se na pesquisa qualitativa e os instrumentos para a obtenção dos dados abrangeram observações, registros em diário de campo e entrevistas. Na analise documental, trabalhamos com documentos oficiais, voltados para a Educação Infantil, elaborados pelo MEC, pela SME, pelo Conselho Municipal de Educação de Goiânia, e pelas Instituições Pesquisadas (Projeto Político Pedagógico). A pesquisa empírica foi realizada em duas etapas, sendo a primeira constituída por observações e registros em dois Centros Municipais de Educação Infantil em Goiânia, a segunda por realização de entrevistas nessas instituições. O referencial teórico utilizado para análise e reflexão crítica do objeto de estudo foi constituído a partir de autores com produção significativa tanto no campo das políticas educacionais, quanto na área das práticas educativas para Educação Infantil como: Ariés (1981); Charlot (1986); Kramer (1995); Kuhlmann Jr. (2001); Merisse (1997); Rizzinni (2008); Rosemberg (1989); Haddad (1991) e outros. Os resultados desse estudo indicaram que a partir da segunda metade do século XX, aquilo que se constitui história da infância e da criança brasileira, e consequentemente a formulação de suas concepções, foi sintetizada pelo recorte do aparato jurídico-legal. Portanto, considera-se que sem a apreensão daquilo que se entende por infância, criança e seus diretos no campo da relação entre lógico-histórico e das condições concretas e objetivas e dos projetos políticos pedagógicos das instituições de educação infantil, a concepção e efetivação de infância, criança e seus direitos, continuam abstratas. Por fim, enfatiza-se a necessidade de compreender os processos de construção da Educação Infantil, que garantam, acima de tudo, os direitos das crianças.

At any one time there are estimated to be between 300 and 500 young people involved in street life in Vancouver. Although between 40 and 50 per cent, leave the street life each year, the overall figure remains much the same. Living on the street increases the chances of the young person being involved in crime, such as prostitution or theft, and of suffering from drug addiction, violent assault or HIV. However, for many young people the street is preferable to what they have left behind. And even when living on the street becomes too difficult, getting off the street often appears impossible. This thesis considers one way of addressing the problems faced by young people on the street: the use of legal rights. In particular, it considers the limits on such young people using rights. First, under the two main theories of rights for children, the content of the rights is decided by adults on behalf of the child. Second, the liberal form of rights further restricts their use by street-involved youth due to the anti-statist and atomistic nature of this version of rights. Third, the dominant discourse of childhood constrains the use of rights by imposing familial structures on young people on the street and ignoring their views. Rather than suggesting new rights for street-involved youth, this thesis concentrates on strategies that might be of use for street-involved youth in overcoming these constraints. These are giving an active voice to young people; insisting that the individual characteristics of street-involved youth are taken fully into account; considering a variety of actions, some of which might seem contradictory, but which allow for maximum flexibility; trusting the decisions of young people on the street; and ensuring that street-involved youth are not seen as an isolated problem, but in the context of a wider picture of other people with similar problems, such as adult street people, lesbian and gay youth, welfare recipients and so on.

Sibling caretaking, although common across time and cultures, has not been well researched from the carer’s point of view. In Nicaragua, ranked as one of the poorest countries in the Americas, sibling caretaking is common. The country’s historical background and its state of chronic poverty, widespread unemployment, loose family structures, and migration and mobility makes of the old practise of shared management child care a necessity. Households headed by sing¬le mothers constitute a particular Nica¬raguan charact¬eristic. Many children are expected to help in their own families and care for their siblings and other children living in their households. In its broadest sense sibling caretaking is a public health concern, and we conducted this study to widen the understanding of the phenomenon as it is represented in a setting undergoing a rapid social transition. The main objectives were to identify, describe and analyse the life situation of sibling caretakers in poor areas in León, Nicaragua, with focus on how they perceived it themselves. A combined qualitative and quantitative methodological design was used, mainly applying an ethnographic approach. A further ambition was to explore involvement of children in a participatory research process in accordance with the ‘Convention on the Rights of the Child’. The overall emotion expressed among the caretakers was pride, even if their situation often was characterized by stress and coping problems. They perceived their work as important for their families and they appreciated to fend for their siblings. Household work and nurturing of siblings were shaping the future lives of the caretakers and constituted part of their socialization. Even if many of these children achieve essential life skills as caretakers, they are at risk of falling behind as they grow older. Their long-term personal development is likely to be hampered by the obligations they have as caretakers. The carers' awareness of missing out on education was the most problematic issue for them. From a societal point of view, caretaking has negative consequences. The individual child is marginalised with limited access to basic education, contributing to overall low educational levels in Nicaragua. While the structuring conditions leading to sibling caretaking may be difficult to change, awareness of how these can affect children might make way for improvements in terms of access to school education and support from the society. The knowledge gained from this study should be further utilised to plan for interventions that take children’s perspectives into consideration.

In the last two decades, increasingly more research has been conducted on the process of participation as a children’s right both nationally and internationally. This includes research on children’s participation within the family environment as well as with children who are placed into alternative care. Children’s participation within the field of child protection continues to demonstrate challenges for both children and those adults working with children in this environment. A child and youth care centre forms part of the broader field of child protection and represents a bounded system of dynamics especially with regard to the process of children’s participation. There continues to be various barriers with regard to children’s participation in general but especially for children who have been found in need of care and protection. This is largely linked to the emphasis being put on the vulnerabilities and needs of children who have been placed into alternative care. The general aim of the study was to qualitatively, through a case study design, explore and describe the nature of participation as a children’s right in the context of a child and youth care centre in the Western Cape. The case study was utilised in order to gain more insight into the nature of participation as a children’s right, based on the perceptions of the children, child care workers, social workers and professionals within the system. Thirteen semi structured individual interviews were held with the child participations. Prior to the interviews, a session was held with the children to discuss the purpose of the research and to allow them to become more aware of the concept of children’s participation. The children were asked to create a collage of their perception of children’s participation as a right. Two separate focus groups were held for the adult participants; one for the child care workers and the other for the social workers and professionals. Based on the findings of this qualitative study about the nature of children’s participation as perceived by both children and adults in a child and youth care centre, the article in Section B aims at highlighting those critical elements needed for the realisation of children’s participation within a context of child protection. / MSW (Child Protection), North-West University, Potchefstroom Campus, 2014

Barnets bästa beskrivs av forskare som ett svårdefinierat begrepp. Trots detta är begreppet lagstadgat och ska vara avgörande för alla beslut kring vårdnad, boende och umgänge. Syftet med studien har varit att undersöka Gävle tingsrätts diskussion av barnets bästa i vårdnads-, boende- och umgängesdomar under åren 1992, 2002 och 2012 samt om det skett någon förändring över tid. En form av textanalys användes för att analysera empirin som sedan studerades med socialkonstruktionistisk och rättssociologisk teori. Det mest framträdande resultatet var att tingsrättens diskussion kring barnets bästa oftast skett indirekt, där ingen direkt motivering har gjorts huruvida en viss situation är till barnets bästa eller inte. Emellertid har direkta referenser till begreppet barnets bästa ökat, främst i domarna från år 2012. Resultatet kan antas härröra ur de reformer som gjorts i föräldrabalken år 2006. En annan viktig slutsats vi kommit fram till rör hur barnets bästa alltid verkar vara situationsbundet. / The child's best interest is described by researchers as elusive. Despite this, the concept is statutory and should be essential to decisions regarding custody, residence and contact. The purpose of this study was to inquire Gävle district court's discussion of the child's best interest in custody, residence and contact judgments in 1992, 2002 and 2012, and to study whether the arguing changed over time. Text analysis was applied to analyze data which then was studied by perspectives of socialconstructionism and sociology of law. A prominent result was that the district court's discussion of the child’s best interest is usually made indirectly. However, direct references to the concept of the child’s best interest increased, mainly in the judgments from 2012. This result might derive from the reforms made in the Swedish Parental Code in 2006. Another important conclusion we have come to concern is that the child’s best interest seem to be inconstant.

The purpose of this study was to investigate about preschool teacher’s descriptions and working methods regarding the bodily integrity of children. The choice of method became qualitative and five interviews with preschool teachers. The result of this study shows that the child’s bodily integrity is a human right and at the same time important to their self-esteem. When there are routines and a conscious way of working in the preschool, it is possible to prevent children from being offended, both by adults and by other children. In order to teach children about their and others' boundaries, preschool teachers need to be close and provide tools for the children so that they have the possibility to show or say no in their own way. As a preschool teacher, always reflecting on their profession, how to meet, talk and look at the child, it can help to ensure that children's rights are met, and the child is given a sense of value. / Syftet med denna studie var att studera förskollärares beskrivningar och arbetssätt kring barns kroppsliga integritet. Valet av metod blev kvalitativ och fem intervjuer med förskollärare ligger till grund för resultatet. I resultatet framkom det att arbetet med barns kroppsliga integritet är en rättighet för barn och samtidigt viktigt för deras självkänsla. När det finns rutiner och ett medvetet arbetssätt i verksamheten går det att undvika att barn blir kränkta, både av vuxna och av andra barn. För att lära barn om sin och andras gräns gäller det som förskollärare att finnas nära och ge verktyg till barnen så att de har möjligheten att på sitt sätt visa eller säga nej. Genom att som förskollärare alltid reflektera över sin profession, hur man bemöter, talar och ser på barnet kan det bidra till att barns rättigheter blir tillgodosedda och barnet får en känsla av värde.

In terms of Section 29 (1) of the Constitution, everyone has the right to basic education. This right is not subject to ‘reasonable legislative and other measures, available resources and progressive realisation.’ The right to basic, compulsory education is widely regarded as a fundamental human right. For example, this right is included in a number of international human rights treaties such as the ‘Universal Declaration of Human Rights’, the ‘International Covenant on Economic, Social and Cultural Rights,’ the ‘African Charter on the Rights and Welfare of the Child’, the ‘Convention on the Rights of the Child’, the ‘Dakar Framework for Action: Education for All’, and ‘UNESCO Convention against Discrimination in Education’. The South African Constitution, however, does not clarify the content and scope of the right to basic education. Consequently, the Constitution has given the state wide discretion to determine the scope, nature and content of this basic right. Apartheid left the South African education system fragmented and unequal. The South African educational system has gone through numerous curricula and institutional changes. The changes in the curriculum were part of the transformation process of the South African education system. In addition, the state has allocated substantial public funds towards basic education. However, the investment in basic education does not commensurate with the quality of teaching and learning in poor and marginalised schools. For example, several rural and farm schools in the Eastern Cape lacked toilet facilities; textbooks and other education support material; furniture; and other essential necessities. Education loses its transformative power when poor and marginalised schools continue to lack these essential services. Consequently, inequality is perpetuated and the poor and marginalised are unable to compete meaningfully in the social, economic and political life of South Africa. The mini dissertation concludes by recommending that the Department of Basic Education should ensure that all schools, especially those in rural communities and farms, have access to textbooks, qualified teachers, clean water and toilet facilities and other essential necessities needed for the delivery of quality basic education.

At any one time there are estimated to be between 300 and 500 young people involved in street life in Vancouver. Although between 40 and 50 per cent, leave the street life each year, the overall figure remains much the same. Living on the street increases the chances of the young person being involved in crime, such as prostitution or theft, and of suffering from drug addiction, violent assault or HIV. However, for many young people the street is preferable to what they have left behind. And even when living on the street becomes too difficult, getting off the street often appears impossible. This thesis considers one way of addressing the problems faced by young people on the street: the use of legal rights. In particular, it considers the limits on such young people using rights. First, under the two main theories of rights for children, the content of the rights is decided by adults on behalf of the child. Second, the liberal form of rights further restricts their use by street-involved youth due to the anti-statist and atomistic nature of this version of rights. Third, the dominant discourse of childhood constrains the use of rights by imposing familial structures on young people on the street and ignoring their views. Rather than suggesting new rights for street-involved youth, this thesis concentrates on strategies that might be of use for street-involved youth in overcoming these constraints. These are giving an active voice to young people; insisting that the individual characteristics of street-involved youth are taken fully into account; considering a variety of actions, some of which might seem contradictory, but which allow for maximum flexibility; trusting the decisions of young people on the street; and ensuring that street-involved youth are not seen as an isolated problem, but in the context of a wider picture of other people with similar problems, such as adult street people, lesbian and gay youth, welfare recipients and so on. / Law, Peter A. Allard School of / Graduate

The aim of this study is to examine preschool teachers’ ideas of children’s right to bodily integrity and the preschools’ work on this. Furthermore, by using theories of power and resistance, the study aims to discuss how these ideas can affect children’s ability to discover and express their own integrity boundaries, to have them respected and to discover and respect the boundaries of others. The empirical material is based on interviews with six preschool teachers. The results show that the teachers’ ideas can lead to both limiting and productive exercise of power, which can affect the children's opportunities to express their own, and to discover the integrity boundaries of others. In order to protect the bodily integrity of the children, rules are formulated that can limit the children's ability to discover their own and others' boundaries and also can lead to control of the children. Rather than using rules, the teachers guide children's actions according to prevailing behavioural norms through what is interpreted as hidden, or friendly exercise of power. The teachers describe how they support and interpret children's actions and, provided that the teachers interpret the children correctly, this can create opportunities for the children to both express their boundaries and to discover those of others in order to respect them. The teachers show awareness of children’s different ways of expressing resistance and intend to help children to pay attention to subtle kinds of these actions. In that way, even children who express their integrity boundaries in a more implicit way can be respected by the others. However, the analysis shows that certain forms of acts of resistance increase opportunities for respect. These acts of resistance are explicit and consist of a clearly expressed "Stop!” or by using the ”Stop hand”. The empirical material also shows that the teachers work towards a culture of consent in the preschool by using themselves as role models and by encouraging children to ask each other for permission when, for example, they want to give someone a hug.

Syftet med denna studie är att undersöka hur socialsekreterare arbetar med delaktighet i barnutredningar, syftet besvaras utifrån två frågeställningar: Hur arbetar socialsekreterare för att göra barn delaktiga i sina utredningar och vad uttrycker socialsekreterare för förbättringsområden inom barns delaktighet? Enligt socialtjänstlagen och barnkonventionen har alla barn rätt till delaktighet i alla de frågor som rör dem men i tidigare forskning framgår det att barns rätt till delaktighet inte alltid uppfylls. Studien är genomfört med kvalitativ metod där sex semistrukturerade intervjuer genomfördes med socialsekreterare som arbetar med utredning av barn och unga. För att tolka den tidigare forskningen och studiens resultat tillämpades systemteori, anknytningsteori och begreppet mentalisering. I resultatet framgår socialsekreterarnas bild av delaktighet och hur de arbetar med barns delaktighet. De teman som kunde utvinns ur resultatet var definition av delaktighet, aktörskap och relationer. Studiens slutsats är att synen på barns delaktighet varierar och därmed också barns rätt till delaktighet. / The purpose of this study’s to investigate how socialworker work with participation within child investigations and will be answered through two queries: How do social secretaries work to make children participate in their own investigations and how do social secretaries express their views on how they could improve children’s participation? According to the Social Service Law and the Children’s Rights Convention every child has a right to be actively involved in all matters affecting their own wellbeing. However, according to previous research, children’s right are not always met. The study has a qualitative method with semi-structured interviews carried out with six social secretaries working with child investigations. Previous research and the study’s results were interpret via the theoretical framework of systems theory, attachment theory and the concept of mentalization. The results shows the view that the socialworkers have on childrens participation and how they work to make children participants. The results also show themes that emerged from a thematic analysis were the definition of participation, agency and relationships. The conclusion of this study is that the view on the participation for children varies between different social secretaries and therefore can children’s right to participation differ.