The aim of this paper was to study how sports associations or support associations that practice sports, work to include young people with a foreign background in their activities, what activities such associations organize to help these young people create new contacts with other social arenas and what measures they take to counteract or prevent social exclusion. We studied whether and to what extent the members' participation helps them to integrate more easily into the Swedish society by learning the language and getting acquainted with Swedish culture. The study was conducted with semi-structured interviews. We interviewed two leaders and two coaches who are all active in associations that aim to assist the young people with foreign background. This selection of respondents gave us a broad spectrum of what is going on inside these associations. With the interviews as a starting point, we have tracked various positive and less positive topics. Young people with a foreign background can end up in various difficult situations, such as unemployment, which can lead to exclusion or other exclusionary factors that in a broader sense will affect both young people and society. Our study results in that participation in sports or support associations can help young people with a foreign background to integrate more easily into Swedish society, but it is crucial that societal resources are not deficient.

No description available.

Yes / Purpose: Digital Financial Services (DFS) have substantial prospect to offer a number of reasonable, appropriate and secure banking services to the underprivileged in developing countries through pioneering technologies such as mobile phone based solutions, digital platforms and electronic money models. DFS allow unbanked people to obtain access to financial services through digital technologies. However, DFS face tough challenges of adoption. Realising this, the aim of this paper is to identify such challenges and develop a framework. Design/Methodology/Approach: We develop a framework of challenges by utilising Interpretive Structural Modelling (ISM) and Fuzzy MICMAC approach. We explored eighteen such unique set of challenges culled from the literature and further gathered data from two sets of expert professionals. In the first phase, we gathered data from twenty-nine professionals followed by eighteen professionals in the second phase. All were pursuing Executive MBA programme from a metropolitan city in South India. The implementation of ISM and fuzzy MICMAC provided a precise set of driving, linkage and dependent variables that were used to derive a framework. Findings: ISM model is split in eight different levels. The bottom level consists of a key driving challenge V11 (i.e. high cost and low return related problem) whereas the topmost level consists of two highly dependent challenges namely V1 (i.e. risk of using digital services) and V14 (i.e. lack of trust). The prescribed ISM model shows the involvement of ‘high cost and low return related problem (V11)’, which triggers further challenges of DFS. Originality/value: None of the existing research has explored key challenges to DFS in detail nor formulated a framework for such challenges. To the best of our knowledge, this is the first paper on DFS that attempts to collate its challenges and incorporate them in a hierarchical model using ISM and further divide them into four categories of factors using fuzzy MICMAC analysis.

Les Acadiens du Nouveau-Brunswick ont un parcours identitaire collectif riche en rebondissements qui les a menés vers une identité singulière solide. Ils se trouvent désormais confrontés au contexte d’une nouvelle réalité qui est la mondialisation. Depuis les dernières décennies, les changements occasionnés par la mondialisation se répercutent dans la conception même que l’on se fait du parler acadien et des pratiques culturelles acadiennes. Le chiac par exemple, auparavant stigmatisé et dévalorisé, devient maintenant porteur de valeurs identitaires modernes rattachées au mélange des cultures et à l’ouverture à l’autre. Toutefois, les contours de l’identité acadienne demeurent flous et sujets aux débats épistémologiques. La situation particulière d’un groupe qui n’a plus de territoire officiellement reconnu a une forte incidence sur les critères d’appartenance que les acteurs peuvent mobiliser pour se définir. Comment expliquer les processus d’identifications et les stratégies identitaires qui définissent l’appartenance au groupe chez les Acadiens? Partagent-ils les mêmes processus identitaires présents dans la littérature sur le sujet? Une connaissance plus approfondie des processus généraux peut-elle aider à mieux saisir et expliquer la complexité d’un groupe sensiblement diasporique dont l’identité et ses contours sont incertains? L’anthropologie en milieu acadien est presque inexistante. D’autre part, l’identité culturelle est un sujet ayant été longuement étudié et débattu, mais qui demande toujours plus de précision. Cette recherche a permis de mieux cerner de quelle façon la représentation de l’acadianité évolue en milieu minoritaire. / Acadians in New Brunswick have a solid sense of collective identity that it the result of a long and eventful process. They are now faced with the a new reality that is the context shaped by globalization. In recent decades, the changes caused by globalization are reflected in the way that Acadie and Acadian cultural practices are framed discursively. Chiac, for example, was previously stigmatized and devalued, but now becomes the bearer of modern identity values attached to the mixing of cultures and openness to others. Yet the contours of Acadian identity remain unclear and are subject to epistemological debates. The particular situation of this group that has no officially recognized territory has a significant impact on what membership criteria actors can mobilize to define their group. How can we explain the process of identification and identity strategies that define group membership among the Acadians? Do they share the same identity processes that are mentioned in the literature on the subject? Could a deeper understanding of general processes help to better understand and explain the complexity of a group whose indentity is marked by the diasporic experience and whose contours are uncertain? Anthropology is almost nonexistent in the Acadian community. At the same time, cultural identity is a topic that has been extensively studied and debated, but that needs more precise definition. This research is aimed at contributing to a better understanding of how of the representation of minority Acadian identity has evolved.

Viele Probleme der Kombinatorik, Zahlentheorie, Wahrscheinlichkeitstheorie, Zuverlässigkeitstheorie und Statistik lassen sich durch Anwendung einer einheitlichen Methode lösen, die als Prinzip der Inklusion-Exklusion bekannt ist. Das Prinzip der Inklusion-Exklusion drückt die Indikatorfunktion einer Vereinigung endlich vieler Ereignisse als alternierende Summe der Indikatorfunktionen ihrer Durchschnitte aus. Die vorliegende Schrift befasst sich mit verbesserten Inklusions-Exklusions-Identitäten und verbesserten Bonferroni-Ungleichungen, die voraussetzen, dass die Ereignisfamilie gewissen strukturellen Anforderungen genügt. Solche wohl-strukturierten Ereignisfamilien finden sich u.a. in der schließenden Statistik, der kombinatorischen Zuverlässigkeitstheorie und der chromatischen Graphentheorie. / Many problems in combinatorics, number theory, probability theory , reliability theory and statistics can be solved by applying a unifying method, which is known as the principle of inclusion-exclusion. The principle of inclusion-exclusion expresses the indicator function of a union of finitely many events as an alternating sum of indicator functions of their intersections. This thesis deals with improved inclusion-exclusion identities and improved Bonferroni inequalities that require the family of events to satisfy some structural restrictions. Examples of such well-structured families arise in problems of statistical inference, combinatorial reliability theory and chromatic graph theory.

Made available in DSpace on 2016-04-28T18:23:57Z (GMT). No. of bitstreams: 1 Elaine Candido Sudre.pdf: 1507283 bytes, checksum: 4d9d11dc8f0a8df6a41cfdfe8a68b481 (MD5) Previous issue date: 2008-12-17 / Secretaria da Educação do Estado de São Paulo / This work is situated in the Applied Linguistics area, and more specifically in a context of continuing education for language teachers. As an ILCAE group researcher I focused on the process of teaching-learning and development of Deaf students during Portuguese classes in main stream classrooms. Considering the importance of mediated action in the teaching-learning process, I analyzed the resources that the teachers used to establish the interaction with their students in a context where there were neither interlocutors with satisfactory knowledge of LIBRAS, first language of Deaf students, nor interpreters. The research question was How does the teaching-learning of the Deaf student included in regular classroom happen? . After an initial interpretation of the data, I organized the analysis in four themes: teaching-learning, inclusion-exclusion, the Deaf, and language. Within a Socio-Historical-Cultural Theory perspective, data were analyzed based on what Bronckart (1999) defined as thematic content. The research was carried out in a critical interpretative methodology (Weber, 1987; Moita Lopes, 1996; Liberali & Liberali, mimeo). The discussion of data was based on Bakhtin s theoretical studies about language, on Vygotsky s perspectives about teaching and learning; and on Deaf Studies, by Skliar (1998). The research was developed in a State Elementary and High school of a city in the outskirts of São Paulo. The participants in the research process were: three Deaf students, three teachers (two Portuguese language teachers and a SAPE classroom teacher) and the other students who attend to the focused classroom. The data, consisting of: a) audio and video recording of 2 classes; b) audio recording of interviews with the participating teachers, c) researcher s observations; and d) field notes, were collected in 2007 and 2008. The discussions brought up by this study show that, currently, in regular main stream school, there has not been effective inclusion of the Deaf, and thus he/she has been put outside the teaching-learning process. Therefore, in the so called inclusive school, he/she has been all out of the conditions for his/her full development. In order to move toward an inclusion, in fact, it is necessary to restructure the way Brazilian State schools are constituted so that they could consider the linguistic, cultural, political demands for linguistic minorities, in this case, for Deaf community / Este trabalho insere-se na área de Lingüística Aplicada e, mais especificamente, na área de Formação de professor de Linguagem. Como pesquisadora do grupo ILCAE, concentrei-me nas questões de ensino-aprendizagem e desenvolvimento de alunos Surdos em aulas de Língua Portuguesa em sala regular. Pela relevância da ação mediada no processo de ensino-aprendizagem, investigamos os recursos utilizados pelas professoras na interação com seus alunos, uma vez que não tinham conhecimento satisfatório de LIBRAS, primeira língua dos alunos Surdos, e não contavam com o auxílio de intérpretes. Adotei Como se dá o ensino-aprendizagem de Surdos inclusos em sala de ensino regular como pergunta de pesquisa norteadora e, após uma primeira interpretação dos dados, organizei a análise em quatro temas: ensino-aprendizagem, inclusão-exclusão, Surdo e linguagem. Os dados foram analisados a partir do que Bronckart (1999) definiu como conteúdo temático, sob a luz da teoria sócio-histórico-cultural. A discussão dos dados apoiou-se, teoricamente, nos estudos de Bakhtin (1929/1999, 1953/2003) sobre linguagem, nas discussões de Vigotski (1930,1934a,b,c) sobre ensino-aprendizagem e nos Estudos Surdos de Skliar (1998). A pesquisa foi realizada em uma escola pública estadual de ensino fundamental e médio de uma cidade da Grande São Paulo. Foram participantes do processo: três alunos Surdos, três professoras (sendo duas professoras de português e uma de sala SAPE) e os demais alunos da turma focal desta pesquisa. A metodologia de pesquisa utilizada é interpretativista crítica (Weber, 1987; Moita Lopes, 1996; Liberali e Liberali, mímeo). Os dados foram coletados nos anos de 2007 e 2008 e consistiram de: a) gravação de duas aulas em áudio e vídeo; b) gravação em áudio de entrevistas com as professoras participantes; c) observações; e d) notas de campo. As discussões suscitadas por este trabalho permitem afirmar que, atualmente, não há uma efetiva inclusão do Surdo na escola regular, ficando este à margem do processo de ensino-aprendizado. Assim, na escola dita inclusiva, são negadas a ele condições para seu desenvolvimento pleno. Para caminhar em direção a uma inclusão, de fato, faz-se necessário reestruturar a constituição da escola brasileira, de modo a que possa contemplar as demandas lingüísticas, sociais, culturais e políticas das minorias lingüísticas, neste caso da Comunidade Surda

Made available in DSpace on 2016-07-27T14:20:59Z (GMT). No. of bitstreams: 1 Candice Marques de Lima.pdf: 664175 bytes, checksum: b07d171aabb5a341aeee9c7a569a4301 (MD5) Previous issue date: 2004-12-31 / The actual study´s objective, based on the historic-cultural psychology and on the proposals of the Qualitative Epistemology by González Rey, aims to understand how the subjectivity of children is constituted in the process of inclusion/exclusion in the daycare center. We view such procedure as complex and contradictory, which is not constituted only by the inclusion or exclusion of children with shortcoming, but the inclusion/exclusion of the diversity and the children denoted by the educators as being incapable, considering that they are children of common lower classes and so were not brought up and were not constituted in the hygienic and behavioral standards of the dominant classes. In our survey the information process was developed using the Qualitative Epistemology above-mentioned. To comprehend the phenomenon researched we have used the filming of interactions between the children and their educators, participants of the survey, contextualized in every day scenes at the daycare center. Such filmings were done at the nursery and kindergarden schools. Afterwards, video interviews were carried out with the educators to make sense regarding the interactions between them and the children in the filmings and through the interpretative construction regarding the filmings and video interviews we have construed indicators which have aided us to comprehend that the interactions between the children and educators create the process of the children´s inclusion/exclusion; the survey mobilizes stimulates the educator´s vision of the child in research, which aids in his/her inclusions procedure; the way the child is subjectived in relation to the educator can be constituted in the inclusion or exclusion process. However, we understand that the communication between educator-child, permeated by affectivity is the essential factor for the process of the child´s inclusion/exclusion in the daycare center. / O presente estudo, baseado na psicologia histórico-cultural e nas propostas da Epistemologia Qualitativa de González Rey, tem como objetivo compreender como se constitui a subjetividade de crianças em processo de inclusão/exclusão na creche. Entendemos tal processo como complexo e contraditório, o qual não se constitui apenas pela inclusão ou exclusão de crianças com deficiência, mas da inclusão/exclusão da diversidade e das crianças significadas pelas educadoras como crianças incapazes, por se tratarem de crianças das classes populares e, portanto, não se desenvolverem e não se constituírem num padrão de higiene e comportamento das classes dominantes. Em nossa pesquisa, o processo de informações foi desenvolvido a partir da Epistemologia Qualitativa acima referida. Para a compreensão do fenômeno pesquisado utilizamos a filmagem das interações entre as crianças e suas educadoras, os participantes da pesquisa, contextualizadas em cenas cotidianas na creche. Tais filmagens foram feitas no berçário e no terceiro agrupamento. Depois, foram realizadas vídeo-entrevistas com as educadoras para que produzissem sentido a respeito das interações entre elas e as crianças nas filmagens e, através da construção interpretativa a respeito das filmagens e das vídeo-entrevistas, construímos indicadores que nos auxiliaram a compreender que a interação entre as crianças e as educadoras produz o processo de inclusão/exclusão das crianças; a pesquisa mobiliza o olhar da educadora para a criança pesquisada, o que auxilia em seu processo de inclusão; a forma como a criança se subjetiva na relação com a educadora pode-se constituir em processo de inclusão ou de exclusão. Portanto, compreendemos que a comunicação entre educadora-criança, permeada pela afetividade, é fator essencial para o processo de inclusão/exclusão da criança na creche.

Made available in DSpace on 2016-04-29T13:31:00Z (GMT). No. of bitstreams: 1 Jamila Casimiro Pereira.pdf: 508825 bytes, checksum: 95251bd102b286489350f7b1bb75962a (MD5) Previous issue date: 2012-11-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is based on the assumption that even though currently there is an incentive to the idea of human diversity and religious plurality, still there are manifestations against many of them. The object of this study is the objective and subjective settings in the process of maintaining religious belonging in the context of the everyday life demands of people affiliated to Umbanda in São Paulo. In order to know about this reality members of an Umbanda temple in the Barra Funda neighborhood of São Paulo were interviewed. This urban space was crucial to answer questions about the Umbanda community in the city, still operating in the field of studies of populations of African traditionalism in Brazil, regarding the history of black people in the neighborhood and in São Paulo city. The life histories of 4 adults identified as umbandistas and with a variety intra-religious and non-religious life trajectory were analyzed. The analysis of the interviews revealed four meaningful cores of the experience of being affiliated to Umbanda: the territory of encounter, the religious belonging, the maintenance of belonging, and the overcoming of resentment and inaction. The mediating analysis category of the life stories was the affection. It was chosen because it has been the motivational basis of the action of the subject and it condenses the subjective determinations of their social condition. The reference authors about affection are Espinosa, Vygotsky and Sawaia. The results of this study reveal that the umbandist subject, within everyday modernity, still lives situations of perverse inclusion, suffering with the ethical-political bias that surrounds this religion, which is objectified in the way of feeling and acting on reality itself. The historical aspects of Bantu African traditionalism that still remain in the dynamics of this religion it is a dimension of the Umbanda that favors life force, unlike other religions, because it does not alienate their practitioners in a transcendental power, inhibiting reflection and keeping them in the hope for miracles. Instead, extraordinary events occur in terms of its power to transform the ordinary life of these subjects, but the changes that are produced are not magical, they rely on rational thought and action of people in their set of subjective and objective conditions configured in good or bad encounters / Este trabalho parte da concepção de que apesar de haver na atualidade um incentivo à diversidade humana e à pluralidade religiosa, ainda existem manifestações excludentes em relação a muitas delas. O seu objeto de estudo são as configurações objetivas e subjetivas do processo de manutenção da pertença religiosa em convivência com as demandas da vida cotidiana de pessoas filiadas a Umbanda na cidade de São Paulo. O espaço urbano foi determinante para atender o questionamento sobre a comunidade umbandista paulistana, ainda em exploração no campo dos estudos das populações de tradicionalidades africanas no Brasil, no que se refere ao histórico da população negra paulistana no bairro e na cidade. Foram entrevistados integrantes de um templo de Umbanda situado no bairro da Barra Funda da referida cidade. Foram analisados os históricos de vida de 4 adultos identificados como umbandistas e com trajetória de vida intra-religiosa e extra-religiosa diversas. A análise das entrevistas revelou 4 núcleos de sentido da experiência de ser filiado á umbanda: o território de encontro, a pertença religiosa, a manutenção da pertença e a superação do ressentimento e da inação. A categoria mediadora da análise das histórias de vida foi a afetividade, escolhida por ser a base motivacional da ação do sujeito e por condensar as determinações subjetivas da sua condição social. Os autores de referencia do enfoque da afetividade são Espinosa, Vigotski e Sawaia. Os resultados desse estudo revelam que o sujeito umbandista, no cotidiano da modernidade, ainda vive situações de inclusão perversa, sofrimento ético-político pelo preconceito que ronda esta religião, o que se objetiva na forma de sentir e agir sobre a própria realidade. Os aspectos históricos de tradicionalidade africana Bantu que ainda permanecem na dinâmica da religião é uma dimensão da umbanda que favorece a força de vida, pois não os aliena em um poder transcendental, inibindo a reflexão e os mantendo na esperança de milagres. Ao contrário, ocorrem eventos extraordinários em termos de sua potência de transformação da vida ordinária desses sujeitos, mas as mudanças que são produzidas não são mágicas, dependem da reflexão e ação racional das pessoas no conjunto de suas condições subjetivas e objetivas configuradas nos bons ou maus encontros

Made available in DSpace on 2016-04-29T14:16:07Z (GMT). No. of bitstreams: 1 Vera Suzart Barbosa.pdf: 1117162 bytes, checksum: ba75561fd4bcbc2274fc81a58665173e (MD5) Previous issue date: 2011-10-20 / The propose of this dissertation is to study two economical solidarity enterprises in Campinas SP: Cooperativa de Reciclagem Tatuapé and the Estandarte de Artesanato Institution. The main objective was to analyze the experience of this two economical solidarity enterprise as a possibility of job and revenue production in order to reach a social inclusion. The work conception, social Exclusion/Inclusion and solidarity economy was adopted as a basic reference using Economy, Sociology, Social Psychology and Social Service in the classic and contemporary authors. As a hypothesis the two economical solidarity enterprises have already studied mean for their participants a possibility to generate job and revenue, it opens the social inclusion that has been constructed in different reach ways and steps. Methodologically the research discuss about a qualitative approach including bibliography, documents, field research and observation. The interview was made with six people from the research, four were from Cooperativa Tatuapé and two were from Grupo Estandarte. The result of this research could affirm the hypothesis considering the particularity of each enterprise, the experience means to the participants a possibility to generate work and revenue in a social inclusion that has been constructed in different steps of citizenship / A presente dissertação tem por objeto o estudo de dois Empreendimentos Econômicos Solidários no Município de Campinas/SP: a Cooperativa de Reciclagem Tatuapé e o Grupo Estandarte de Artesanato. O objetivo geral visou analisar as experiências desses dois empreendimentos econômicos solidários enquanto uma possibilidade de geração de trabalho e renda na perspectiva de inclusão social. Adotamos como referências básicas os conceitos de Trabalho Exclusão/Inclusão social e economia solidária, em autores de Economia, Sociologia, Psicologia Social e Serviço Social, clássicos e contemporâneos. Definiu-se como hipótese que os dois Empreendimentos Econômicos Solidários estudados significam, para seus participantes, uma possibilidade de geração de trabalho e renda na dimensão da inclusão social, ainda em construção, em estágios diferentes de abrangências de cidadania. Metodologicamente, a pesquisa fundamenta-se em uma abordagem qualitativa englobando levantamento bibliográfico, documental, pesquisa de campo e observação. Foi utilizada a entrevista semi-estruturada com seis sujeitos da pesquisa, sendo quatro da cooperativa Tatuapé e dois do Grupo Estandarte. Os resultados da pesquisa confirmaram a hipótese considerando as peculiaridades de cada empreendimento, isto é as experiências significam para os entrevistados uma possibilidade de geração de trabalho e renda na perspectiva da inclusão social ainda em construção e em estágios diferenciados de abrangência de cidadania

Made available in DSpace on 2016-04-27T16:32:53Z (GMT). No. of bitstreams: 1 Lucelia Fagundes Fernandes Noronha.pdf: 847785 bytes, checksum: 2601aa3d7e4c1ae22e9d86ffdb1ef60c (MD5) Previous issue date: 2014-02-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to investigate the social and educational practices brought to effect by a specialized institution providing social-educational services to seriously handicapped individuals, to the extent that apparent cognitive loss is recognized in such individuals and the need for social and educational practices targeting their development. The data have made it apparent that despite segregated they cannot be regarded as socially excluded. They are offered a service regarded as of high-life-quality standard seeking to develop educational practices which, once recognizing these limitations, seek to broaden their personal autonomy, thus allowing their access to human rights and citizenship. Data collecting has been performed through the institution s organizing documents, the proposals, reports, and social and educational activity evaluations. Qualitative treatment to the data was based upon theoretical contributions, regarding citizenship and education rights, by Martuccelli, Cury, and Bittar; social exclusion and inclusion, Martins theoretical perspectives; and development and learning, in Vygotsky s conceptions / levadas a efeito por instituição especializada no atendimento socioeducacional de sujeitos com deficiência intelectual grave, na medida em que se reconhecem os evidentes prejuízos cognitivos desses indivíduos e a necessidade de práticas sociais e educacionais específicas para seu desenvolvimento. Os dados evidenciaram que, embora segregados, eles não podem ser considerados excluídos socialmente. Eles recebem atendimento considerado de padrão elevado de qualidade de vida que procura desenvolver práticas educativas as quais, reconhecendo essas limitações, procuram ampliar as suas autonomias pessoais, propiciando, dessa maneira, o acesso aos direitos humanos e à cidadania. A coleta de dados foi realizada por meio de documentos organizadores da instituição, das propostas, relatórios e avaliações de atividades educacionais e sociais. O tratamento qualitativo dos dados teve como base as contribuições teóricas, no que tange aos direitos de cidadania e educação, de Martuccelli, Cury e Bittar; exclusão e inclusão social, nas perspectivas teóricas de Martins; e, desenvolvimento e aprendizagem, nas concepções de Vigotski