O estudo ora apresentado tem como objetivo analisar o ProJovem enquanto materialização da Política Nacional de Juventude, nos marcos do Governo Lula. O pressuposto central para esta análise está na idéia de que a Política Nacional de Juventude, na forma como foi concebida, materializada quase exclusivamente pelo ProJovem, encontra seus limites no marco das transformações societárias recentes e acaba por reiterar a lógica de constituição histórica das políticas sociais brasileiras, agravada pelos condicionantes políticos e econômicos do pós-1970, comprometendo assim a configuração do seu objetivo, uma vez que nessa conjuntura, a referida política toma por eixo o tripé educação, qualificação profissional e a cidadania, subordinados aos princípios da acumulação capitalista. Para esta análise, optou-se por realizar uma revisão bibliográfica a fim de compreender as principais formulações a respeito da juventude, bem como as suas particularidades na realidade brasileira, tomando como eixo principal para a sua apreensão a perspectiva das expressões da "questão social" sobre condição juvenil. A partir deste debate, a análise da construção da Política Nacional de Juventude toma como pressuposto que esta surge como resposta às manifestações da "questão social", mediada pelas características históricas do processo de constituição das políticas sociais brasileiras e pelas inflexões das novas exigências do modo de produção capitalista, a partir da ofensiva neoliberal e do processo de reestruturação produtiva, no contexto sócio-histórico engendrado no pós-1970. O binômio "inclusão/exclusão social" e o "protagonismo juvenil" são apresentados como os principais eixos que orientam a política, sendo relevante a compreensão do seu significado no contexto das ações voltadas para a juventude. Por fim, buscou-se analisar como os princípios de tal política se materializam no ProJovem, e os limites postos para a efetivação do programa. Para a análise da Política Nacional de Juventude e do ProJovem optou-se por uma pesquisa documental, com base nos instrumentos legais, relatórios e publicações dos profissionais que atuam no programa na realidade do Rio de Janeiro. / This study presents ProJovem as carry out of the Youth National Policy, in Lulas government. The central analyze consist in the idea that the Youth National Policy, in the way of its conception, made almost exclusively by the ProJovem, found its limits in the recent social transformations and ends to bring back historical constitution logics of the Brazilian social policies, due to politicians and economics after 1970, compromising this way the format of its objective, so that, the policy referred has as its axis the education tripod, professional qualification and citizenship, subordinates to the capitalism principles. To this analyze, it was done a bibliographic revision aiming to understand the formulations about youth, as well as its particularities in the Brazilian reality, having as a main axis to its apprehension the perspective from the social issues expressions about youth condition. From this debate, the analyze of the Youth National Policy construction taken as main idea its appearance as an answer to the social issues manifestations, certain by the historical characteristics of the Brazilian social policies constitution processes and by the pressures of the new capitalist production requirements, from the neoliberal offensive and of the productive re-build process, in the historical-social context after 1970. Social inclusion/exclusion and the youth leading part are present as central axis to orient the policy and it is relevant to understand its meaning in the context of the actions to the youth. Finally, it was searched to analyze the principles of the policy in the ProJovem, and its limits to the effective of the program. To the checking of the ProJovem and the Youth National Policy to opt for document research, based on legal instruments, reports and professional publications from people that work in the reality of the program in Rio de Janeiro.

O estudo ora apresentado tem como objetivo analisar o ProJovem enquanto materialização da Política Nacional de Juventude, nos marcos do Governo Lula. O pressuposto central para esta análise está na idéia de que a Política Nacional de Juventude, na forma como foi concebida, materializada quase exclusivamente pelo ProJovem, encontra seus limites no marco das transformações societárias recentes e acaba por reiterar a lógica de constituição histórica das políticas sociais brasileiras, agravada pelos condicionantes políticos e econômicos do pós-1970, comprometendo assim a configuração do seu objetivo, uma vez que nessa conjuntura, a referida política toma por eixo o tripé educação, qualificação profissional e a cidadania, subordinados aos princípios da acumulação capitalista. Para esta análise, optou-se por realizar uma revisão bibliográfica a fim de compreender as principais formulações a respeito da juventude, bem como as suas particularidades na realidade brasileira, tomando como eixo principal para a sua apreensão a perspectiva das expressões da "questão social" sobre condição juvenil. A partir deste debate, a análise da construção da Política Nacional de Juventude toma como pressuposto que esta surge como resposta às manifestações da "questão social", mediada pelas características históricas do processo de constituição das políticas sociais brasileiras e pelas inflexões das novas exigências do modo de produção capitalista, a partir da ofensiva neoliberal e do processo de reestruturação produtiva, no contexto sócio-histórico engendrado no pós-1970. O binômio "inclusão/exclusão social" e o "protagonismo juvenil" são apresentados como os principais eixos que orientam a política, sendo relevante a compreensão do seu significado no contexto das ações voltadas para a juventude. Por fim, buscou-se analisar como os princípios de tal política se materializam no ProJovem, e os limites postos para a efetivação do programa. Para a análise da Política Nacional de Juventude e do ProJovem optou-se por uma pesquisa documental, com base nos instrumentos legais, relatórios e publicações dos profissionais que atuam no programa na realidade do Rio de Janeiro. / This study presents ProJovem as carry out of the Youth National Policy, in Lulas government. The central analyze consist in the idea that the Youth National Policy, in the way of its conception, made almost exclusively by the ProJovem, found its limits in the recent social transformations and ends to bring back historical constitution logics of the Brazilian social policies, due to politicians and economics after 1970, compromising this way the format of its objective, so that, the policy referred has as its axis the education tripod, professional qualification and citizenship, subordinates to the capitalism principles. To this analyze, it was done a bibliographic revision aiming to understand the formulations about youth, as well as its particularities in the Brazilian reality, having as a main axis to its apprehension the perspective from the social issues expressions about youth condition. From this debate, the analyze of the Youth National Policy construction taken as main idea its appearance as an answer to the social issues manifestations, certain by the historical characteristics of the Brazilian social policies constitution processes and by the pressures of the new capitalist production requirements, from the neoliberal offensive and of the productive re-build process, in the historical-social context after 1970. Social inclusion/exclusion and the youth leading part are present as central axis to orient the policy and it is relevant to understand its meaning in the context of the actions to the youth. Finally, it was searched to analyze the principles of the policy in the ProJovem, and its limits to the effective of the program. To the checking of the ProJovem and the Youth National Policy to opt for document research, based on legal instruments, reports and professional publications from people that work in the reality of the program in Rio de Janeiro.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-05-03T13:42:07Z No. of bitstreams: 2 Dissertação - Elisângela Leles Lamonier - 2018.pdf: 2776695 bytes, checksum: eb92840528ceb39d77cec1724b6cebaf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-03T14:52:02Z (GMT) No. of bitstreams: 2 Dissertação - Elisângela Leles Lamonier - 2018.pdf: 2776695 bytes, checksum: eb92840528ceb39d77cec1724b6cebaf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-03T14:52:02Z (GMT). No. of bitstreams: 2 Dissertação - Elisângela Leles Lamonier - 2018.pdf: 2776695 bytes, checksum: eb92840528ceb39d77cec1724b6cebaf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-27 / The inclusion of people with disabilities and other specific educational needs poses a major challenge to education. This work intends to collaborate so that this educational paradigm seen as a challenge is broken. The same is linked to the line of research on Educational Policies, Management and Teacher Training, of the Programa de Pósgraduaçaõ em Educação - PPGE, of Universidade Federal de Goiás / Regional Jataí. The objective of this study is to understand the social representations of people with disabilities and other specific educational needs of the Instituto Federal de Educação, Ciência e Tecnologia Goiano - Campus Iporá, about their perspectives of professional future, as well as to identify and analyze the laws that support inclusive education, in the scope of public educational policies that safeguard their rights, both educational and professional. It presents as a starting point the questions: What are the public inclusion educational policies that ensure the rights of people with disabilities and other specific educational needs in vocational training courses? What are the social representations of people with disabilities and other specific educational needs about their future career prospects? In an attempt to answer them, the research will make use of the Theory of Social Representations TSR, as a theoretical-methodological contribution; also of the knowledge built on these historical subjects, as well as bibliographical and documentary research that will support the analysis of reality in what concerns the subjects of the research. For the data collection, we used the semi-structured interview. The research starts from the need to understand that inclusive education is present in all educational institutions and it needs observations of how it is happening and to understand if these contribute to the professional formation, creating perspectives of professional future in the subjects involved in the educational process. The study will be guided by Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), among other authors who see in TRS a search for answers to social phenomena; and the indictment of legislation that supports Inclusive Education in Brazil, such as: Constituição Federal/ 88, Estatuto da Criança e do Adolescente/ 90, Jomtien Convention (1990), Salamanca Declaration (1994), Law of Guidelines and Bases of Education - LDB (1996), Disability Rights of the UN (2006), National Policy on Special Education from the perspective of Inclusiva (2008), Lei Brasileira de Inclusão - BLI (2015), among several others considered relevant to the research. From the analysis, it is concluded that the subjects of the research value formation, anchor their future perspectives in education and work, by personal necessity, but mainly by valuing their "self" that historically and socially was excluded and marginalized. Even though they are aware of their future prospects, they are aware of the difficulties they will face in order to enter the labor market and the challenges that are still to come, mainly because it is not a natural process; on the contrary, the whole process of these subjects was historically marked by struggles and compulsion, as evidenced by the numerous laws that protect their rights as citizens. / A inclusão das pessoas com deficiência e com outras necessidades educacionais específicas representa um grande desafio para a educação. Este trabalho pretende colaborar para que esse paradigma educacional visto como desafio seja rompido. O mesmo está vinculado à linha de pesquisa sobre Políticas Educacionais, Gestão e Formação de Professores, do Programa de Pós-Graduação em Educação - PPGE, da Universidade Federal de Goiás/Regional de Jataí-GO. O objetivo deste estudo é compreender as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas, do Instituto Federal de Educação, Ciência e Tecnologia Goiano – Campus Iporá, sobre suas perspectivas de futuro profissional, bem como identificar e analisar as legislações que amparam a educação inclusiva, no âmbito das políticas públicas educacionais que resguardam seus direitos, tanto educacional como profissional. Apresenta como ponto de partida os questionamentos: Quais são as políticas públicas educacionais de inclusão que asseguram os direitos das pessoas com deficiência e com outras necessidades educacionais específicas nos cursos de formação profissional? Quais são as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas sobre suas perspectivas de futuro profissional? No intento de respondê-las, a pesquisa fará uso da Teoria das Representações Sociais – TRS, como aporte teórico-metodológico; também dos conhecimentos construídos sobre estes sujeitos históricos, além de pesquisa bibliográfica e documental que subsidiarão a análise da realidade no que tange os sujeitos da pesquisa. Para a coleta de dados utilizamos a entrevista semiestruturada. A investigação parte da necessidade de compreender que a educação inclusiva está presente em todas as instituições de ensino e necessita de observações de como ela está acontecendo e compreender se estas contribuem para a formação profissional, criando perspectivas de futuro profissional nos sujeitos envolvidos no processo educativo. O estudo será norteado pela TRS, representada por Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), entre outros autores que veem na TRS uma busca de respostas para os fenômenos sociais; e pelo indiciário de legislações que amparam a Educação Inclusiva no Brasil, como: Constituição Federal – CF/88, Estatuto da Criança e do Adolescente – ECA/90, Convenção de Jomtien (1990), Declaração de Salamanca (1994), Lei de Diretrizes e Bases da Educação – LDB (1996), Convenção sobre os Direitos das Pessoas com Deficiência da ONU (2006), Política Nacional da Educação Especial na perspectiva da Inclusiva (2008), Lei Brasileira de Inclusão – LBI (2015), entre diversas outras consideradas relevantes para a pesquisa. A partir das análises, conclui-se que os sujeitos da pesquisa valorizam a formação, ancoram suas perspectivas de futuro na educação e no trabalho, por necessidade pessoal, mas principalmente por valorização do seu “eu” que histórica e socialmente foi excluído e marginalizado. Porém, mesmo conscientes de suas perspectivas futuras, são conhecedores das dificuldades que enfrentarão para inserirem-se no mercado de trabalho e os desafios que ainda estão por vir, principalmente porque não é um processo natural; pelo contrário, todo o processo que tange estes sujeitos foi historicamente marcado por lutas e obrigatoriedade, como comprovado pelas inúmeras legislações que amparam os seus direitos como cidadão.

Made available in DSpace on 2014-07-29T15:13:39Z (GMT). No. of bitstreams: 1 Tese parte 1 Cristiane de Quadros.pdf: 1970356 bytes, checksum: 4154fefe0c5f4882ee568941b2e59c93 (MD5) Previous issue date: 2011-07-11 / The thesis here presented, linked to the research line Teacher Formation and Professionalization of the Postgraduate Program on Education at the Federal University of Goiás (UFG), in partnership with the Program of Academic Cooperation (Procad) and Doctorate Interinstitutional Program (Dinter) Procad/Capes/Dinter/UFT/UFG, has the aim to rescue the genesis and the historical meaning of disability. In other words, concerned to understand, from the madness history told by Foucault, the conception of disability stated/invented in the Modern Age and its implications in order to educate and legislate about disabled persons in Brazil. In this sense, highlight remnants from a certain culture from a certain file. Thus, the research seeks to mine in the fragmented history the special education not only the chronologic order of their development (dates and facts); is investigated by the archeology of its meaning, by discontinuities of its social structures. Therefore uses the sum of discourses about the madness, the abnormality/normality and the disability, which may offers us a history that helps to comprehend why and how the special school and the inclusion process, constituted as such nowadays. Furthermore, realize how the normality device is expressed in the special treatment as well in the way to legislate about disabled persons. It constitutes in a literature and documental research of a historical nature. Foucault is our main interlocutor in the discussions here presented, so that the author is used as a theoreticalmethodological reference in the research. The main consulted documents (LOPES, 1929), primary sources, correspond to the Archivos Brasileiros de Higiene Mental, belonging to the Liga Brasileira de Higiene Mental LBHM (Brazilian League for Mental Hygiene) (1925-1937), institution founded in Brazil by Gustavo Riedel in 1923. Other primary and secondary documents, from the Ministry of Education and why international recommendations were also consulted. The research allows to realize how the idea of being disabled or of being different was stated historic, social and culturally. The discussions about the processes of social exclusion/inclusion here shown set up the speeches that make present in the cultural context, educational and legal contemporaneous and underlie and constitute the institutional practices focused to the disabled or different persons. However, is verified that the concept of inclusion stated by the contemporaneity, notwithstanding that propose a new concept to comprehend the disabled remains to express, between the lines, the idea of standardization and control of the social body. / A tese ora apresentada, vinculada à linha de pesquisa Formação e Profissionalização Docente do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás (UFG), em parceria com o Programa de Cooperação Acadêmica (Procad) e Programa de Doutorado Interinstitucional (Dinter) Procad/Capes/Dinter/UFT/UFG, tem o objetivo de resgatar a gênese e o sentido histórico da deficiência. Em outras palavras, preocupou-se em compreender, a partir da história da loucura contada por Foucault, a concepção de deficiência construída/inventada na Idade Moderna e quais suas implicações na forma de educar e legislar sobre o deficiente no Brasil. Neste sentido, salientar resquícios de uma dada cultura de um dado arquivo. Assim, a pesquisa busca garimpar na história fragmentada da educação especial não apenas a ordem cronológica do seu desenvolvimento (datas e fatos); é investigada pela arqueologia do seu significado, pelas descontinuidades das suas estruturas sociais. Utiliza, assim, a soma dos discursos percebidos sobre a loucura, a anormalidade/normalidade e a deficiência, que nos ofereça uma história que auxilie a compreender porque e como a escola especial e o movimento de inclusão, se constituíram como tal, na atualidade. Além disso, perceber como o dispositivo de normalidade se expressa no atendimento especializado e também na forma de legislar sobre o deficiente. Constitui-se em uma pesquisa bibliográfica e documental de cunho histórico. Foucault é nosso principal interlocutor nas discussões apresentadas, portanto o autor é utilizado como referencial teórico-metodológico da pesquisa. A principal fonte pesquisada (LOPES, 1929), fontes primárias, corresponde aos Archivos Brasileiros de Higiene Mental, pertencentes à Liga Brasileira de Higiene Mental LBHM (1925-1937), instituição fundada no Brasil por Gustavo Riedel em 1923. Outros documentos de fontes primárias e secundárias, do Ministério da Educação, a partir das recomendações internacionais, também foram consultados. A pesquisa permite perceber como a idéia do ser deficiente ou do ser diferente foi determinada histórica, social e culturalmente. As discussões sobre os processos de exclusão/inclusão social apresentadas no texto embasam os discursos que se fazem presentes no contexto cultural, educacional e legal contemporâneo e que fundamentam e constituem as práticas institucionais voltadas ao sujeito deficiente ou diferente. Entretanto, verifica-se que a concepção de inclusão inventada pela contemporaneidade, ainda que proponha uma nova proposta para a compreensão do deficiente, continua a expressar, nas entrelinhas, a idéia de normalização e de controle do corpo social.

The purpose of this dissertation is to contribute to a deeper understanding of how the national community is reproduced and delineated in relation to class, gender and racialisation. It uses a qualitative methodology and interviews with people chosen to represent an economic margin, and is theoretically informed by Pierre Bourdieu, Beverly Skeggs and others. In interviewees’ accounts about work life and societal change, traces are found regarding how the national community is delineated, and how value for the community is claimed or denied. The main findings are that a national community is connected through the idea of value for the community, and that the dominating ideas concerning this value change over time in accordance with economic, political and discursive processes. Recognition is a condition for access to the labour market and for the right to contribute to the future of the community. The values and the community are not homogenous; there is room for competing values and thus competing ways of recognition. Those with less recognised resources get their value for the community questioned in relation to current hegemonic values. Adaptability to the needs of the labour market in terms of expectations of geographic flexibility and the right attitude are common demands that implicitly presumes economic and social resources. Misrecognition of resources and value also relate to the social process of racialisation. Whiteness can be regarded as the result of recognised national inclusion in a country such as Sweden where the ideal of light skin and blue eyes have gained hegemonic position through history. Class relations as well as male domination over women works through the same mechanisms of misrecognition and excluded experiences.

Städer är en plats där många individer lever tillsammans och det urbana offentliga rummet utgör en viktig plats där en rad olika utmaningar så som segregation påverkar hur individer möts. Halmstad kommun har tagit fasta på en kreativ och kulturell gestaltning när de ska förnya stadens kärna, Nissan. Målet är att sammanföra befolkning från båda sidorna av Nissan, istället för att vattnet ska vara en skiljande barriär. Detta ska de göra genom Kulturstråk, en slinga på åtta kilometer. Syftet med vår studie handlar om att undersöka hur medborgarna och projektledningen har upplevt sitt deltagande och inflytande över Kulturstråk Nissan samt hur projektet kan bidra till social sammanhållning och social hållbarhet för invånarna i Halmstad. I den teoretiska begreppsramen har vi använt oss av Jönhills (2012) begrepp exklusion/inklusion, Floridas (2006) teori om den kreativa klassen och Mitchells (2003) begrepp representation ur rätten till staden. Studien har tagit sin utgångspunkt i hermeneutiken med kvalitativa semistrukturerade intervjuer med 10 intervjupersoner. Resultatet visar att alla invånare inte varit inkluderade men att de som deltagit känt sig inkluderade. / Cities are a place where many individuals live together and the urban public space is an important place where a variety of challenges such as segregation affect how individuals meet. The municipality of Halmstad has established a creative and cultural approach when renewing the city's core, which they mean is at Nissan. Their goal is to bring together the people from both sides of Nissan, instead of the water being a separating barrier. They will make this through a cultural passage, an area of eight kilometers. The purpose of our study is to investigate how the citizens and project management have experienced their participation and influence over Kulturstråk Nissan and how the project can contribute to social cohesion and social sustainability for the inhabitants of Halmstad. In the theoretical conceptual framework, we have used Jönhills (2012) concept exclusion / inclusion, Floridas (2006) theory of the creative class and Mitchell's (2003) concept representation in the theory of the right to the city. The study has taken its starting point in hermeneutics with qualitative semistructured interviews. The result shows that all residents were not included but that those who participated felt included.

This thesis explores how newly arrived students experience conditions for learning and inclusion in their lived transitions within the Swedish school system. The thesis deploys an ethnographic approach combining interviews with participant observation. The data comprise interviews with 22 students at three points in time and three cycles of participant observation over the course of 15 months (in three municipalities of different sizes). Deploying the concept of post-migration ecology, Study I maps the structural conditions that the educational landscape offers newly arrived students after migration to Sweden. The findings point to the emergence of a parallel school system through which the newly arrived students’ individual needs risk being overlooked. Study II uses a sociocultural perspective to compare the pedagogical and social resources offered in introductory and regular classes, concluding that introductory classes are characterised by weak challenges and strong support, whereas the opposite is true for regular classes. From a critical phenomenological perspective, Study III focuses on the individual students’ embodied experiences of being out of line in school (in a Swedish monolingual school setting). Paradoxically, the separate introductory class in this setting apparently offers a sense of inclusion, whereas the regular class is related to student experiences of exclusion. Study IV analyses temporal aspects of the students' lived transition to upper secondary school. Drawing on a phenomenology of blockage, it documents how extended periods in introductory programmes create a disjunction between the students' imagined and lived school careers. In brief, through analyses that encompass organisational and structural conditions, as well as lived experience, this thesis shows that the lived transitions of newly arrived students can be understood as instances of parallel school lives, a discontinued past and a postponed future. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p> / Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools

That Sweden's self - image as one of the world's most tolerant countries, in which racism and exclusion from people is only of marginal societal relevance, is not in line with the series of empirical studies. During the last three decades, various research results have systematically shown that racism and exclusion have a varying degree of impact on social life in many areas of society and in various ethical groups in Sweden, where the Somali group appears as a particularly vulnerable group, both from a humanistic and economic perspective. The purpose of the thesis is to investigate how men with a Somali background themselves perceive reasons for the low labor force participation of this ethnic group in Sweden and how increased participation in working life could be facilitated. The thesis is conducted through a qualitative study and the interviewees are Somali foreign-born men between 20 - 65 years, living in a reasonably large city in Sweden. Factors such as the lack of upper secondary education, foreign - born, language and discrimination as well as health were discussed and analyzed, as they have proven to be central to the phenomenon. The results of the study showed that these factors result in the informants not feeling a sense of belonging to Sweden and that they live under reduced economic resources, power, profession, education,households, etc. The informants expressed that society and the environment's views, and expectations create feelings and experiences of injustice because they do not have a job and stigma and structural discrimination are the concepts that permeate and result in these feelings and experiences. With these results, the study was also able to show that unemployment results in deteriorating physical, mental and social health conditions in the form of a bad mood of emotions such as loneliness, depression, stress and lower self-confidence of the informants. / Att Sveriges självbild som ett av världens mest toleranta länder, i vilket rasism och exkludering mot människor endast är av marginell samhällsrelevans, står inte i samklang med den rad empiriska studier. Under de tre senaste decennierna har olika forskningsresultat systematiskt påvisat att rasism och exkludering i olika grad har en inverkan på socialt liv inom många samhällsarenor och inom olika etiska grupper i Sverige, där den somaliska gruppen framstår som en särskilt utsatt grupp, både ur ett humanistiskt och ekonomiskt perspektiv. Syftet med uppsatsen är att undersöka hur män med somalisk bakgrund uppfattar orsaker till det låga arbetskraftsdeltagandet hos denna etniska grupp i Sverige och hur ett ökat deltagande i arbetslivet skulle kunna underlättas. Uppsatsen bedrivs genom en kvalitativ studie och intervjupersonerna är somaliska utrikes födda män mellan 20 – 65 år, bosatta i en medel stor stad i Sverige. Faktorer som avsaknaden av gymnasial utbildning, utrikes - inrikes födda, språk och diskriminering samt hälsa diskuterades och analyserades, eftersom de har visat sig vara centrala för fenomenet. Det som framgick i studiens resultat påvisade att dessa faktorer resulterar i att respondenterna inte känner tillhörighet till Sverige och att de lever under försämrade ekonomiska resurser, makt, yrke, utbildning och hushåll. Respondenterna uttryckte att samhällets och omgivningens syn samt förväntningar skapar känslor och upplevelser av orättvisa av den anledningen att de inte har ett arbete, och stigmatisering och strukturell diskriminering är begrepp som genomsyrar och resulterar dessa känslor och upplevelser. I och med dessa resultat kunde studien påvisa även att arbetslösheten resulterar i försämrade fysiska, psykiska och sociala hälsotillstånd i form av ett dåligt mående av känslor som ensamhet, depression, stress och lägre självförtroende hos respondenterna.

Dans cette thèse, nous nous intéressons à la résolution exacte de problèmes NP-difficiles sur les graphes et les hypergraphes. Les problèmes que nous étudions regroupent dans un premier temps des variantes du problème classique du nombre chromatique. Les variantes de ce problème se distinguent par la difficulté introduite par les relations entre les classes de couleurs, ou la difficulté de reconnaissance des classes de couleurs elles-mêmes. Puis nous ferons le lien avec les problèmes de transversaux sur les hypergraphes. Plus particulièrement, il s’agira de s’intéresser à l’énumération de transversaux minimaux dans un hypergraphe de rang borné. Outre la résolution exacte, nous nous intéressons à la résolution à paramètre fixe. Le problème de racine carrée de graphe est un problème important en théorie des graphes. Nous proposons et montrons la solubilité à paramètre fixe de deux problèmes d’optimisation reliés. Finalement, nous nous intéresserons à la résolution de problèmes de graphe, soit en lien avec les problèmes de colorations, soit pour montrer les performances possibles de différents algorithmes en fonction de l’espace mémoire disponible. Dans cette thèse, nous aurons à cœur d’appliquer judicieusement la grande majorité des techniques essentielles en algorithmique exacte exponentielle. Principalement, nous appliquerons la programmation dynamique ou le principe d’inclusion-exclusion pour les problèmes de coloration. La technique de programmation dynamique se retrouvera pour d’autres problèmes de cette thèse, aux côtés d’autres méthodes comme la technique de branchement ou de mesurer et conquérir / In this thesis, we are interested in the exact computation of np-hard problems on graphs and hypergraphs. Firstly, we study several variants of colorings. Those variants appear harder than the famous chromatic number problem, by adding difficulty in recognizing the color classes, or more often by introducing various relationships between them. Then we link to problems of transversals in hypergraphs. More precisely, we are interested in enumerating minimal transversals in bounded ranked hypergraphs. Besides the exact computation, we are also interested in fixed parameter tractability. For this area, we study two optimization versions of the famous square root of graphs problem. Finally, we will be interested in solving other problems of graphs related to colorings, or in order to compare efficiencies of algorithms depending on the memory space available. In this thesis, we will apply most of major techniques in designing exact exponential algorithms. The main techniques we use are dynamic programming, inclusion-exclusion, branching, or measure and conquer

Esta tese se propõe a demonstrar avanços e limitações encontrados para a escolarização de crianças e jovens com necessidades especiais na rede estadual de ensino de São Paulo, nos últimos seis anos e discutir possibilidades e desafios para a condução de ações da modalidade de ensino Educação Especial, sob a perspectiva da política educacional denominada inclusiva. Fundamentada em pesquisa e estudos das áreas da Sociologia, destacadamente, as da Sociologia Crítica e da Educação, esta tese discute a dicotomia inclusão/exclusão presente na concepção de políticas públicas atuais, evidenciando a partir do referencial de laços sociais e de construções teóricas sobre afiliação/desafiliação de Robert Castel, para analisar contextos sociais. Ao examinar como as contradições e os impasses existentes no contexto socioeconômico influenciam a política educacional e, com maior intensidade, as questões referentes à escolarização de crianças e jovens com necessidades especiais, coloca em xeque a reprodução de desigualdades sociais na escola, a prática docente e a estrutura do próprio sistema. Ao indicar a necessidade de que a concepção da política educacional vai além da implantação de reformas, transformando estruturalmente o sistema de ensino, propõe que a Educação possa ser realmente um dos caminhos pelos quais se encontrem possibilidades para a construção de arranjos sociais plausíveis que se fundamentem nos princípios da coesão social, da igualdade de direitos e da solidariedade. / This research aims to show the conquests and limitations found for teaching kids and teens with special needs in São Paulo educational network, in the last six years and discuss the possibilities and challenges to conduct actions in the Special Education sector, under the educational policy perspective, denominated inclusive. Based on researches and studies in the Sociology areas, specially Critical Sociology and Education, this thesis discuss the dichotomy inclusion/exclusion, presented in the conception of the public policy nowadays, proving from the social laces and the theorical constructions by Robert Castel toward the affiliation/disaffiliation for the social context analysis. After examining how the contradictions and the deadlocks that exist in the socialeconomical context affecting the educational policy, and with bigger intensity, the questions regarding to the education for kids and teens with special needs, testing the social inequality reproduction at school, the teaching practice and the structure of the system itself. By indicating the needs that the conception of the educational policy goes beyond implementing the changes, structurally transforming the teaching system, proposes that the Education could be really one of its ways which would find possibilities for building the social arrangements plausible that would be based in the principles of the social cohesion, the equal rights and solidarity.