Esta dissertação, sob os princípios renovados da Literatura Comparada, estuda Abrindo caminho, de Ana Maria Machado, e A maior flor do mundo, de José Saramago, visando discorrer sobre os desafios do leitor contemporâneo que navega pelas vias da rede textual, uma vez que as obras contemporâneas de literatura para infância e juventude supracitadas configuram-se como hipertextos em língua portuguesa, em virtude de suas arquiteturas labirínticas. / This dissertation, under the renewed principles of Comparative Literature, studies Abrindo caminho, by Ana Maria Machado, and A maior flor do mundo, by José Saramago, aiming to discuss the challenges of the contemporary reader that navigates through textual network, since the contemporary works of literature for children and youth people shall become as hypertext in portuguese language, in virtue of his labyrinthine architectures.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2017-10-16T15:41:55Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Renan Fagundes.pdf: 14965955 bytes, checksum: fa383276f6bcac970603bf242121e506 (MD5) / Made available in DSpace on 2017-10-16T15:41:55Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Renan Fagundes.pdf: 14965955 bytes, checksum: fa383276f6bcac970603bf242121e506 (MD5) Previous issue date: 2017-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / As reflexões que trago nesta dissertação têm por objetivo identificar os traços de africanidades na literatura infantil e juvenil em língua espanhola em seu contexto afro-diaspórico. Para apresentar tais traços de africanidades, tive que repensar, de que forma a matriz africana aparece nos contos em língua espanhola e em como consistem. Para isto, elenquei em forma de categorias de análise, as africanidades encontradas. Sendo estas categorias: As representações de Ananse; O poder e importância da palavra para as culturas africanas; Áfricas: memória e comunidade; A presença de animais/personagens. No que concerne ao desenvolvimento teórico e metodológico, parto do reconhecimento dos estudos clássicos que abordam a temática da literatura infantil e juvenil no decorrer da trajetória histórica deste gênero literário. Tais como: Támes (1990); Coelho (2000, 2006); Hunt (2010), entre outros/as. Todavia, me pauto principalmente nas discussões em relação à representação das personagens negras, como se detiveram as pesquisas de: Rosemberg (1985); Oliveira (2003, 2010); Gouvêa (2005); Jovino (2006); Araujo (2010, 2015); Debus (2012); entre outros/as. No tocante à elucidação teórica dos conceitos de africanidades(s) e afrocentricidade, quais são eixos norteadores desta pesquisa, se fez necessário estudos de cunho reflexivo dialogando-os com postulações de pesquisadores/as afro-brasileiros e africanos. Já, para a metodologia de análise dos contos, me baseio na práxis da africanidade, postulada por Silva (2008). Enegreço também que a análise se fará em uma perspectiva afrocentrada, priorizando base teórica afro-diaspórica. Em relação ao corpus deste estudo, as obras escolhidas foram: Anancy en Limón (2002), da Costa Rica e Multiculturalidad y Plurilingüismo – Tradición Oral y educación plurilingüe en África Central y Austral (2012), da Guiné Equatorial. Os resultados apontam que as pesquisas com literatura infantil e juvenil que discutem sobre representação de personagens negras, por mais que se tenha avanços ainda persistem resquícios de estereótipos como destacados por Rosemberg (1985), Oliveira (2003, 2010), Araujo (2010, 2015). Vale ressaltar o caráter didático e pedagógico das narrativas e importância da argumentação, articulação, desenvolvidos por Ananse, o poder da palavra, os animais e memória e comunidade para as culturas africanas. / The reflections I bring in this dissertation aim to identify the traits of Africanities in children's and young people's literature in the Spanish language in its Afro-Diasporic context. To present such traits of Africanities, I had to rethink how the African matrix appears in Spanish-language short stories and in what they consist. For this, I listened in the form of categories of analysis, the found africanities. Being these categories: The representations of Ananse; The power and importance of the word for African cultures; Áfricas: memory and community; The presence of animals / characters. With regard to theoretical and methodological development, I start from the recognition of the classical studies that approach the theme of children's and youth literature during the historical trajectory of this literary genre. Such as: Támes (1990); Coelho (2000, 2006); Hunt (2010), among others. However, I focus mainly on the issues regarding the representation of the black characters, the research of Rosenberg (1985); Oliveira (2003, 2010); Gouvêa (2005); Jovino (2006); Araujo (2010, 2015); Debus (2012); among others. With regard to the theoretical elucidation of the concepts of africanities and afrocentricity, which are the guiding axes of this research, it was necessary to carry out reflective studies by discussing them with postulations of Afro-Brazilian and African researchers. Already, for the methodology of analysis of short stories, I’m based on the African praxis, postulated by Silva (2008). I’m also explain that the analysis will be done in an afro centered perspective, prioritizing Afro-diasporic theoretical basis. Regarding the corpus of this study, the works chosen were: Anancy in Limón (2002), Costa Rica and Multiculturality and Plurilingualism - Oral Tradition and multilingual education in Central and Southern Africa (2012), from Equatorial Guinea. The results point out that the researches with children and young people's literature that discuss the representation of black characters, although there are still some vestige of stereotypes, as highlighted by Rosemberg (1985), Oliveira (2003, 2010), Araujo (2010, 2015 )). It is worth emphasizing the didactic and pedagogical character of the narratives and the importance of the argumentation, articulation, developed by Ananse, the power of the word, animals and memory and community for African cultures.

Made available in DSpace on 2016-04-29T14:15:54Z (GMT). No. of bitstreams: 1 Pedro Henrique Marinho Carneiro.pdf: 2037685 bytes, checksum: 5c655cdd3bd1ecf99280327172060b55 (MD5) Previous issue date: 2010-10-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of this dissertation study is to analyze the processes of medicalization of expressions of social issues, as a mechanism present in mental health interventions aimed at children and youth under the National Health System (SUS), particularly with regard to the process medicalization of youth who exhibit behavior deemed socially deviant and the diagnosis of "conduct disorder", according to criteria of the International Classification of Diseases (ICD 10). The study places the development of the current National Policy on Mental Health, based on the experience of the city of Carapicuíba (SP), considering the dimensions of the Brazilian Social Policy.It presents the characteristics of the CAPS (Center for Psychosocial Care for children) and the council.Develops also a retrospective on the history of child psychiatry in Brazil since his first words to the reorientation of the model of mental health care, referring to the process of mobilization of workers, patients and families that made possible the development of the Brazilian Psychiatric Reform. The analysis of the processes of medicalization is developed from archival research and field, which is characterized by the survey data contained in records of users registered in CAPS child.From the scenario presented, was held to identify elements that link the State's responses on the needs of adolescents and the potential link between social policies aiming to confront human rights violations / O tema de estudo desta dissertação consiste na análise dos processos de medicalização de expressões da questão social, como mecanismo presente nas ações em saúde mental destinadas à infância e juventude no âmbito do Sistema Único de Saúde (SUS), particularmente no que se refere ao processo de medicalização de jovens que apresentam comportamentos considerados socialmente desviantes e o diagnóstico de transtorno de conduta , de acordo com critérios da Classificação Internacional de Doenças (CID 10). O estudo situa o desenvolvimento da atual Política Nacional de Saúde Mental, com base na experiência da cidade de Carapicuíba (SP), considerando as dimensões da Política Social Brasileira. Para tanto, apresenta as características do CAPSi (Centro de Atenção Psicossocial infantil) e do município. Desenvolve, ainda, um retrospecto sobre a história da psiquiatria infantil no Brasil desde suas primeiras expressões até a reorientação do modelo de atenção em saúde mental, fazendo referência ao processo de mobilização dos trabalhadores, usuários e familiares que viabilizou o desenvolvimento da Reforma Psiquiátrica Brasileira. A análise dos processos de medicalização é desenvolvida a partir de pesquisa documental e de campo, sendo esta caracterizada pelo levantamento de dados presentes nos prontuários dos usuários matriculados no CAPS infantil. A partir do cenário apresentado, realizou-se a identificação de elementos que apontam as respostas do Estado diante das necessidades dos adolescentes e as possibilidades articulação entre políticas sociais com vistas ao enfrentamento de violações aos Direitos Humanos

Made available in DSpace on 2016-04-29T14:16:46Z (GMT). No. of bitstreams: 1 Telma Veronica Silva Calsavara.pdf: 1818849 bytes, checksum: 89f3b21088a61eaaa5a0d5ba64a032a1 (MD5) Previous issue date: 2015-06-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study focuses on the assumptions and social work intervention possibilities in education, in face of emerging issues in the classroom about youth sexuality in elementary school, according to National Curriculum Parameters - NCPs, provided for LDB. The interest in the subject arose from the referral to Social work of situations related to sexuality by teachers of a municipal school in Cordeirópolis, which emerged in the classroom or in contexts within the school. From the analysis of the historical construction of sexuality, we identified the main demands installed in the debate about sexuality and the place of treatment of this subject in the educational project of elementary school supported by the Education Policy. The study also merited a reflection about the accumulated debate in the profession about the tasks of the social worker in the area of Education, and an indication of the assumptions and social work intervention possibilities from the demand around issues of sexuality particularized to the social condition of students. In addition to texts of various authors addressing this issue, we analyze the reference documents such as the Federal Constitution (CF / 88), the Law of Education Guidelines and Bases (LDB / 1996), the National Education Plan (PNE / 2001) and the National Curriculum Parameters (PCNs / 1997). Empirical research, exploratory and qualitative, focused on data collection with teachers of fifth grade students from public schools in Cordeirópolis, a small town in the State of São Paulo, in order to analyze the expression of sexuality ways demand; the experiences of the subject involved with the theme; understanding about the relation to sexual orientation and sex education; the place of the debate on sexuality in the curriculum and educators to discuss the issue in the classroom. As a result, it was revealed from this study that it is urgent to re-read the proposal of the PCNS, considering the precarious reality of many schools. For the sexual orientation work can be effective, it is necessary that the different beliefs and values, doubts and questions about the various aspects of sexuality find place to express themselves. Education can be the space for effective, more effectively, the ethical-political project of Social Work, which sees the full citizenship of the person in development. With this perspective, we understand that the issue opens a fertile opportunity for the professional of social worker, by responding to a demand load of taboos, stigma and prejudice, as in case of sexuality at school; it is a challenge about think of strategies intervention towards reality / Este estudo tem como foco os pressupostos e as possibilidades de intervenção do Serviço Social na área da educação, frente às questões emergentes na sala de aula acerca da sexualidade juvenil no ensino fundamental, segundo os Parâmetros Curriculares Nacionais PCNs, previstos na Lei de Diretrizes e Bases da Educação -LDB. O interesse pelo tema surgiu a partir do encaminhamento ao Serviço Social de situações vinculadas à sexualidade por parte dos professores de uma escola municipal de Cordeirópolis, que emergiram em sala de aula ou em contextos dentro da escola. A partir da análise da construção histórica da sexualidade, identificamos as principais demandas instaladas no debate acerca da sexualidade e o lugar do tratamento desse tema no projeto pedagógico do ensino fundamental amparado pela Política de Educação. O estudo também mereceu uma reflexão acerca do debate acumulado na profissão acerca das atribuições do assistente social na área da Educação, bem como a indicação dos pressupostos e às possibilidades de intervenção do Serviço Social a partir da demanda em torno das questões da sexualidade particularizadas à condição social dos alunos. Além de textos de vários autores que tratam do tema, analisamos os documentos de referência como a Constituição Federal (CF/88), a Lei de Diretrizes e Bases da Educação (LDB/1996), o Plano Nacional de Educação (PNE/2001) e os Parâmetros Curriculares Nacionais (PCNs/1997). A pesquisa empírica, de caráter exploratório e qualitativo, incidiu na coleta de dados junto aos professores da quinta série do ensino fundamental das escolas públicas de Cordeirópolis, no interior do Estado de São Paulo, com o objetivo de analisar as formas de manifestação da sexualidade como demanda; as vivências do sujeito envolvido com o tema; a compreensão em relação à orientação sexual e à educação sexual; o lugar do debate acerca da sexualidade no currículo e a dos educadores para tratar o tema em sala de aula. Como resultado, foi possível perceber com este estudo que é urgente uma releitura da proposta dos PCNS, considerando a realidade precária de muitas escolas. Para que o trabalho de orientação sexual possa se efetivar, é necessário que as diferentes crenças e valores, as dúvidas e os questionamentos sobre os diversos aspectos ligados à sexualidade encontrem espaço para se expressar. A educação pode ser o espaço para efetivar, com mais eficácia, o projeto ético-político do Serviço Social, que vislumbra a cidadania plena da pessoa em desenvolvimento. Com essa perspectiva, entendemos que a temática abre uma possibilidade fértil para o trabalho do assistente social, pois responder a uma demanda carregada de tabus, estigmas e preconceitos, como é o caso da sexualidade no espaço escolar, é um grande desafio para pensar em estratégias de intervenção frente à realidade

nÃo hà / A presente pesquisa avalia os efeitos do Programa do MinistÃrio da EducaÃÃo e do Meio Ambiente: Vamos Cuidar do Brasil com as Escolas, que foi lanÃado em 2004, visando estimular a realizaÃÃo de experiÃncias que promovam um salto qualitativo na formaÃÃo de princÃpios direcionados à preservaÃÃo do meio ambiente. Referido programa se propÃs a construir um processo permanente de EducaÃÃo Ambiental na escola atravÃs de vÃrias aÃÃes com destaque para a realizaÃÃo das ConferÃncias Infanto Juvenis pelo Meio Ambiente. A III ConferÃncia à o principal alvo dessa pesquisa, focada na atuaÃÃo dos delegados que representaram o Cearà nas fases Estadual, Nacional e Internacional. O foco foi investigar como estes jovens percorreram os caminhos da EducaÃÃo Ambiental, buscando uma trajetÃria de representatividade junto a sua escola/comunidade. A observaÃÃo do engajamento desses jovens em projetos e aÃÃes de EducaÃÃo Ambiental mostrou o quanto o programa em anÃlise contribuiu para a sua caminhada. Quanto à metodologia, trabalhou-se com a abordagem qualitativa, tendo em vista que esta busca relacionar os acontecimentos aos processos humanos numa relaÃÃo de interaÃÃo entre as partes. Foram usadas diferentes estratÃgias, como o questionÃrio, a entrevista em profundidade, o grupo focal e a observaÃÃo livre, utilizando como instrumento o diÃrio de campo. As informaÃÃes foram analisadas a partir do mÃtodo do Discurso do Sujeito Coletivo, na tentativa de se perceber a representatividade desses jovens junto a sua escola/comunidade. Os resultados apontam mudanÃas de atitude por parte dos jovens no seu cotidiano, na convivÃncia com as outras pessoas e com o meio ambiente, mudanÃas estas, influenciadas pela sua participaÃÃo no programa. / In this study we evaluated the effects of a programme launched in 2004 by the Brazilian Ministry of Education and the Ministry of the Environment entitled âVamos Cuidar do Brasil com as Escolasâ. The purpose of this Programme is to encourage educational experiences that will help prepare for a qualitative leap in the creation of principles directed at preserving the environment. The programme proposes to construct a permanent environmental education process in public schools through a range of actions, with emphasis on the organization of Conferences on Environmental Education for Children and Youths. The third edition of this conference, held in Cearà in 2008, along with the delegates representing Cearà during the regional, national and international stages, is the main object of the study. We investigated how the students have assimilated skills and experiences in environmental education and increased their representativeness in their respective schools and communities. Their observed involvement in environmental education activities reflected the importance of the Programme to their learning process. Our approach was qualitative in order to relate events to human processes, highlighting potential interactions. With the help of questionnaires, in-depth interviews, focus group discussions and free observations, information was collected and entered in a field diary. The results were analyzed using collective subject discourse in order to evaluate the representativeness of the children and adolescents in their respective schools and communities. Our study revealed changes in the studentsʼ attitudes towards their daily routine and their interaction with others and the environment as a result of their participation in the Programme.

Made available in DSpace on 2016-04-28T18:22:41Z (GMT). No. of bitstreams: 1 Maisa dos Santos Souza.pdf: 861921 bytes, checksum: c3b8d572bc3029f52c0a537be66e1180 (MD5) Previous issue date: 2013-07-01 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / I teach at EE Prof. Adherbal de Castro, at 6th grade/ 7th year, and I have a project called Venha Ler Comigo, which originated before that low ratings given to the school in the item area of content, skill and abilities writers. Each student receives among other things, the book Tchau (2004), by Lygia Bojunga, great success of children s literature, winner in 1985, the prize The best for the young considered by the national Book Foundation Children anf Youth. The desire to understand the reason for success of Tchau, a fact confirmed by the testimonies given by students of Venha Ler Comigo led me to investigate the ideology that underlies the work. Ideology, common sense and not critical sense, is understood as a set of ideas, thoughts doctrines or worldviews stored in the frame of an individual or group, oriented their social actions. Now, a book that came to meet of these values and beliefs would certainly be welcome. The analytical approach of a text should support me on theories of multifunctional, such as Systemic Functional Grammar, to clarify the conjunction between information-interaction-language, made respectively by metafunctions Ideational, Interpersonal and Textual. The aim of this research is to analyse the ideology that permeates a chapter of this tale O bife e a pipoca , book Tchau (2004), a successful book dedicated to children and young people, by Lygia Bojunga, examining the metafunctions Ideational and Interpersonal through Transitivity and Appraisal. The research should answer the following questions: (a) how is characterized the Transitivity in view of the ideology that is established in this chapter? (b) what is the role of Appraisal on this issue? The results show that a careful analysis of the lexicogramatical choices made in the systems of Transitivity and Appraisal can bring out the ideology that marks the chapter focus / Leciono na EE Prof. Adherbal de Castro, nas 6ª série/7ºano, e tenho um projeto denominado Venha Ler Comigo, que se originou diante da baixa classificação atribuída à escola, no item domínio dos conteúdos, competências e habilidades escritoras. Cada aluno recebe entre outras coisas, o livro Tchau (2004), de Lygia Bojunga, grande sucesso da literatura infantojuvenil, vencedor, em 1985, do prêmio "O melhor para o jovem" outorgado pela Fundação Nacional do Livro Infantil e Juvenil. O desejo de entender a razão do sucesso de Tchau, fato constatado pelos depoimentos dados pelos alunos do "Venha Ler Comigo" levou-me a investigar a ideologia que subjaz à obra. Ideologia, no senso comum e não sentido crítico, é entendida como o conjunto de ideias, pensamentos, doutrinas ou visões de mundo armazenado no enquadre de um indivíduo ou de um grupo, orientado para suas ações sociais. Ora, um livro que viesse ao encontro desses valores e crenças seria certamente bem vindo. A abordagem analítica de um texto deve apoiar-me em teorias de caráter multifuncional, tal como a Gramática Sistêmico-Funcional, que esclarecesse a conjunção entre informação-interação-linguagem, feitas, respectivamente, pelas Metafunções Ideacional, Interpessoal e Textual. O objetivo desta pesquisa de mestrado é analisar a ideologia que perpassa um capítulo do conto O bife e a pipoca , de Tchau (2004), livro de sucesso dedicado ao público infantojuvenil, de Lygia Bojunga, examinando as Metafunções Ideacional e Interpessoal, por meio da Transitivadade e da Avaliatividade. A pesquisa deverá responder às seguintes perguntas: (a) como se caracteriza a Transitividade tendo em vista a ideologia que se estabelece nesse capítulo? (b) qual é o papel da Avaliatividade nessa questão? Os resultados mostram que a análise detida das escolhas lexicogramaticais feitas nos sistemas da Transitividade e da Avaliatividade podem trazer à tona a ideologia que marca o capítulo em foco

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-09-12T19:19:28Z No. of bitstreams: 1 2016 - Isabel Cristina Mendes Pinheiro Navega.pdf: 6485517 bytes, checksum: c11321c7796f525b72d4747a2f452169 (MD5) / Made available in DSpace on 2017-09-12T19:19:28Z (GMT). No. of bitstreams: 1 2016 - Isabel Cristina Mendes Pinheiro Navega.pdf: 6485517 bytes, checksum: c11321c7796f525b72d4747a2f452169 (MD5) Previous issue date: 2016-02-25 / Popular education is an area of education whose practices allow the acquisition of knowledge through the interweaving of individuals with knowledge that, when contextualized, decode meanings, disseminate concepts and adapts it to communicate to transcribe facts, experiences and concerns; enabling consecutively dynamic dialogue between individuals and their environment. To better understand its definition, this objective is to work in talk about two experiences of popular education in Vila Kennedy aiming to show how popular movements influence their context and therefore it is extremely important to consider them in all areas education: form or informal, for example. One of the initiatives of these is the Short VK, community film festival that annually takes place in the locality; the other is the Aya House, cultural space for the exchange of popular knowledge, which values the potential of individuals with a desire to do what the residents can participate autonomously in the construction of learning, and can also reconfigure the scenario that popular community as marginalized socially. Thus, the objective of this work is to, in addition to presenting them, valuing them at their potential, show how the formal teaching spaces, such as public schools in the region should consider them in the construction of knowledge and meaning social that creates mutually in society. / A educa??o popular ? uma ?rea da educa??o cujas pr?ticas permitem a aquisi??o do conhecimento atrav?s do entrela?amento dos indiv?duos com saberes que, ao serem contextualizados, decodificam sentidos, disseminam conceitos e os ad?qua a comunica??o para transcrever fatos, viv?ncias e anseios; possibilitando, consecutivamente, o di?logo din?mico entre os sujeitos e seu meio. Para melhor entender sua defini??o, o presente trabalho objetiva-se em discorrer sobre duas experi?ncias da educa??o popular na Vila Kennedy com intuito de evidenciar como os movimentos populares influenciam e ressignificam seus contextos e como, por sua vez, ? de suma import?ncia consider?-los nas redes educativas que se criam nos espa?os formais e informais de ensino, por exemplo. Uma das iniciativas delas ? o Curta VK, festival de cinema comunit?rio que, anualmente, acontece na localidade; a outra ? a Casa de Aya, espa?o cultural de troca de saberes populares, que valoriza as potencialidades dos indiv?duos com o desejo de fazer com o que os moradores possam participar, autonomamente, na constru??o da aprendizagem, assim como tamb?m possam reconfigurar o cen?rio dessa comunidade popular t?o marginalizada socialmente. Desta forma, o objetivo deste trabalho ? o de, ademais de apresent?-las,valorizando-as em suas potencialidades, mostrar como os espa?os formais de ensino, como as escolas p?blicas da regi?o, devem apreci?-las na constru??o do conhecimento e do sentido social que se cria, mutuamente, na sociedade.

This thesis is focused on an animal protagonist in literary texts which could be used in education because of their didactic potential. The aim of this thesis is to describe the form of representation of an animal protagonist (and nature in general) in chosen literary texts and to design the possible ways how to use these texts in education. The first part is dedicated to a theme of animal in the cultural context, especially in the literature with a short ethology-digression. The second part deals with a literary-theoretical analysis of texts from Rudyard Kipling, Jack London, Vitaly Bianki and Ceridwen Dovey. The third part of this thesis is focused on the didactic potential of analyzed texts aiming to econarratology. In the last chapter are described possibilities of the didactic work with all the formerly analyzed texts. Keywords animal protagonist, anthropomorphism, literature for children and youth, Rudyard Kipling, Jack London, Vitaly Bianki, Ceridwen Dovey, education, econarratology, didactic potential

This is a qualitative study designed to investigate how professional support group leaders talk about their role as supervisor of support groups for children and adolescents with problematic home situations. We also examine how these supervisors talk about the method they use and how they talk about the individual child. We have chosen critical discourse analysis to help us explore if there are different ways to talk about these territories. Our questions are: How does the support group leader talk about his role? How does the support group leader talk about the method? How does the support group leader talk about the individual child? The theories we have chosen to use in the analysis of our material is Aaron Antonovsky's Sense of Coherence and social constructivism. We have, as mentioned, chosen to do a qualitative study using semi-structured interviews conducted with seven active support group leaders at three different support group organizations. We transcribed the interviews and coded them separately and then went through the coded material together. The analytical method we have chosen is discourse analysis focusing on Norman Fairclough´s critical discourse analysis. Along with Fairclough´s three-dimensional model, we analyzed the interviews at the following levels: text practice, discursive practice and social practice. Based on our purpose and our questions we managed to distinguish six different discourses, within each territory we found two discourses that stood in contrast to each other. In the territory "How the support group leader talks about his own role," we found the knowledge discourse and the playful discourse. In the territory "How the support group leader talks about the method" we were able to discern a discourse view of the method as complete and a view of the method as adaptable. In the territory "How the support group leader talks about the individual child" we found the discourse about the perception of the child as a subject and the perception of the child as an object. These discourses were put together to constitute two discourse chains which showed two different orientations of the support group leader. We then analyzed these discourse chains our theories and questioned them based on how the two different types of leader’s we located could affect the method’s design and the children participating in support groups. The study concludes with a part in which we compare our results with earlier research within this field followed by suggestions for further research.

Given the increased number of children from racialized groups requiring foster care and the decreasing number of foster parents from racialized groups, transcultural foster placements are on the rise. Addressing racial and cultural diversity within the context of transcultural foster care placements is one of the most pressing dilemmas of contemporary child protection practice, in Canada. In this qualitative exploratory study, the perspectives of regular non-kinship foster parents groups in Nova Scotia and British Columbia, Canada, who provide foster care to children and youth from racialized groups, were explored through open-ended structured interviews. Participants consisted of nine foster parents, between the ages of 30 and over 60 years old, who were asked to share their experiences regarding transcultural foster care placements. The results of this study indicated foster parents were culturally receptive and ‘fostering cultural development’ in their homes as well as their respective communities.