This study examined the significance of perceived parent and teacher support for autonomy and responsiveness, along with perceptions of democratic social organization, in the development of conceptions of children’s rights. Relations between these family and school environments and adolescents’ psychological well-being were also examined and a contrast between urban and rural settings within mainland China was included. Current findings suggest that Chinese adolescents display patterns of children’s rights attitudes similar to those found in Western settings. Different possible pathways of family and school environmental impact on children’s rights attitudes are found and explored. Current findings support psychological models that propose that the promotion of autonomy and responsiveness is critical to adolescents’ psychological well-being across cultures. Moreover, these findings provide strong evidence that features of democratic environments (e.g., mutual respect between parents and children, opportunities for children to express their opinions, shared decision making) are relevant to people in non-Western cultures.

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Submitted by CARLA CRISTINA MARINHO null (carla_cmarinho@hotmail.com) on 2016-11-10T02:45:26Z No. of bitstreams: 1 DISSERTAÇÃO - Carla C. Marinho.pdf: 2925485 bytes, checksum: 5e18e867df25338872989bfbf0391ea7 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO null (luizaromanetto@hotmail.com) on 2016-11-16T13:34:54Z (GMT) No. of bitstreams: 1 marinho_cc_me_mar.pdf: 2925485 bytes, checksum: 5e18e867df25338872989bfbf0391ea7 (MD5) / Made available in DSpace on 2016-11-16T13:34:54Z (GMT). No. of bitstreams: 1 marinho_cc_me_mar.pdf: 2925485 bytes, checksum: 5e18e867df25338872989bfbf0391ea7 (MD5) Previous issue date: 2016-03-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Na presente pesquisa tivemos por objetivo verificar a relação entre as concepções de Educação Inclusiva, as de Educação Especial, as atitudes sociais de estudantes do curso de Pedagogia da UNESP de Marília em relação à Inclusão, e a matriz curricular do referido curso. Participaram 177 estudantes de Pedagogia. Utilizamos duas escalas de mensuração: a Escala de Concepções acerca de Educação Inclusiva e Educação Especial e a Escala Likert de Atitudes Sociais em relação à Inclusão. Na primeira etapa de coleta de dados, aplicamos os instrumentos à 107 estudantes do 1º ano no início do primeiro semestre e à 70 estudantes do 4º ano no início do segundo semestre, isto é, início dos três aprofundamentos ofertados pelo curso. Na segunda etapa, reaplicados os instrumentos à 48 estudantes do 4º ano ao final do segundo semestre, isto é, ao final dos aprofundamentos. Calculamos os escores individuais dos participantes nas escalas e realizamos comparações dos escores dos grupos mediante os testes de Mann-Whitney, de Friedman e de Wilcoxon. Em cada um dos grupos fizemos a correlação dos escores dos dados dos dois instrumentos, a partir do cálculo do coeficiente de Spearman. Constatamos que a concepção de Educação Inclusiva como sinonímia da expressão educação de qualidade e a de Educação Especial como modalidade de ensino transversal foram as concepções predominantes no 1º e 4º anos. Entretanto, o grupo de estudantes do 1º ano parece ter menos clareza sobre os dois conceitos em questão, visto que os escores deles referentes à concepção de Educação Inclusiva como sinonímia da expressão inclusão escolar de pessoas com deficiência e de Educação Especial como modalidade educacional excludente foram significantemente maiores que os do 4º ano. Além disso, os estudantes do 1º ano apresentaram atitudes sociais em relação à Inclusão menos favoráveis comparativamente as do 4º ano. Os escores dos estudantes do 4º ano referentes à concepção de Educação Inclusiva como sinonímia da expressão inclusão escolar e de Educação Especial como modalidade educacional excludente foram significativamente maiores ao final dos aprofundamentos que no início. Diferentemente, os escores desse grupo referentes à concepção de Educação Inclusiva como sinonímia da expressão educação de qualidade foram significativamente maiores no início dos aprofundamentos que ao final. Quanto às atitudes sociais em relação à Inclusão, verificamos que os estudantes do 4º ano não apresentaram atitudes sociais em relação à Inclusão significativamente diferentes no início e ao final dos aprofundamentos. Somente no grupo de estudantes do 4º ano foi encontrada correlação estatisticamente significante entre a concepção de Educação Inclusiva como sinonímia da expressão inclusão escolar de pessoas com deficiência e a concepção de Educação Especial como modalidade educacional específica, assim como entre a concepção de Educação Inclusiva como sinonímia da expressão educação de qualidade e a concepção de Educação Especial como modalidade de ensino transversal. O conhecimento apresentado pelos docentes do curso de Pedagogia da UNESP de Marília mediante a matriz curricular parece exercer algum efeito nas concepções dos estudantes sobre Educação Inclusiva e Educação Especial, bem como em suas atitudes sociais em relação à Inclusão. / In the present study we had for propose verify the relationship between the conceptions of Inclusive Education, the Special Education, social attitudes toward Inclusion maintained by students of the Faculty of Education from UNESP at Marilia, and the curriculum of that course. Participated 177 students. We used two measurement scales: Conceptions Scale toward Inclusive Education and Special Education and Likert Scale of Social Attitudes towards inclusion. In the first data collection stage, we apply the instruments to 107 students of 1st year at the beginning of the first semester and 70 students of the 4th year in the second half, that is, the beginning of the three insights offered by the course. In the second stage, the instruments reapplied to 48 students of the 4th year at the end of the second half, that is, the end of the deepening. We calculated the individual scores of the participants on the scales and perform comparisons of the scores of groups using the Mann-Whitney test, Friedman and Wilcoxon. In each group we made the correlation between the scores of the data from the two instruments from the calculation of the Spearman coefficient. We noted that the conception of inclusive education as a synonym of the term quality of education and Special Education as a transversal type of education were the ideas prevalent in the 1st and 4th years. Nevertheless, the group of students of 1st year seems less clear about the two conceptions in question, since their scores regarding the design of inclusive education as a synonym of the term inclusion school for people with disabilities and special education as exclusive educational modality. They were significantly greater than those in the 4th year. Moreover, students of 1st year showed social attitudes towards Inclusion less favorable compared to the 4th year. The scores of students in the 4th year regarding the design of inclusive education as a synonym of the term school inclusion and special education as exclusive educational modality were significantly higher at the end of the deepening at the beginning. Differently the scores of this group regarding the design of inclusive education as a synonym of quality education expression were significantly higher in the early insights to the end. As for the social attitudes toward inclusion, we find that the students of the 4th year did not have social attitudes towards significantly different Inclusion at the beginning and end of deepening. Only in the group of students of the 4th year was a statistically significant correlation between the conception of inclusive education as a synonym of the term school inclusion of people with disabilities and the design of special education as a specific educational modality, as well as between the conception of inclusive education as a synonym expression of quality education and the design of special education as a transversal mode of education. The knowledge presented by the teachers of the Faculty of Education of UNESP Marilia through the curriculum seems to have some effect on the views of students on Inclusive Education and Special Education, as well as in their social attitudes toward inclusion. / CNPq: 130599/2014-0

This research is an empirical effort to uncover the causal effect of political attitudes on economic growth. The case of study is a sample of OECD countries. Using identification strategy borrowed from Cahuc (2010), the hypothesis of the effect of political attitudes on economic growth is tested in two cross-sectional and fixed effect regression analysis. The result of OLS regression in cross sectional analysis shows a positive significant correlation between inherited political attitudes and economic growth. This means that countries with more social tendencies towards Right (versus Left in political context) are associated with higher economic growth rates. The result of OLS regression in fixed-effect analysis does not show a significant correlation between political attitudes and growth. As a result of weak first-stage, the 2SLS regression cannot provide statistically acceptable conclusion about the causal effect in neither of cross-sectional and fixed-effect frameworks. Thus, the question of causal effect of political attitudes on growth remains open at the end. Moreover, a strong correlations between political attitudes of individuals and their characteristics like gender, age, income, religion and country is detected.

The tradition of the oppressed teaches us that the 'state of emergency' in which we live is not the exception but the rule. We must attain to a conception of history that is in keeping with this insight¿.The current amazement that the things we are experiencing are 'still' possible in the twentieth century is not philosophical. This amazement is not the beginning of knowledge, unless it is the knowledge that the view of history which gives rise to it is untenable. (Benjamin, 1940: 248-249) The German-Jewish critical theorist Walter Benjamin (1892-1940) wrote these lines shortly before his death in exile whilst fleeing from the agents of fascism. They seem particularly relevant to a healthcare policy conference with the title 'Condition Critical' taking place almost 70 years later. In this paper one of the things I hope to do is outline how Benjamin's concept of the permanent state of emergency relates to health and social care provision for older people with dementia today. Benjamin believed that the Holocaust came about because of the 'amnestic' view of history as an unbroken, linear process of scientific achievement, including the belief in human perfectibility. He suggested that in order to see history stripped of this ideological myth of progress, we need to wake from a collective 'dream history', from our usual somnolent acceptance of surface appearances (Cohen 1993: 5). Similarly it can be argued today that the 20th century 'dream history' of linear progress away from a never-to-be-repeated Holocaust is a myth. My strong claim in this paper is that present day demographic panic related to the economic 'burden of care' for an ageing population is leading to proposed solutions analogous to the ideological killing of psychiatric patients, the physically disabled, Jews and other victims of Nazism in the mid-20th century. Such 'solutions' are fuelled by media propaganda, the profit motives of what has been described as the 'medical-industrial complex' (Bond et al 2004) and a reductive, medicalised, biological determinist model of the cognitive changes of ageing. / The full text of the author's final draft of the chapter is unavailable for open access due to no reply and hence no permission from the publisher.

Made available in DSpace on 2016-04-04T18:33:08Z (GMT). No. of bitstreams: 1 Gustavo Henrique Escobar Guimaraes.pdf: 1310263 bytes, checksum: 06deca1af92e42a2ec84eb0d74c35f92 (MD5) Previous issue date: 2012-12-17 / This study, entitled "Pedagogical mediation: a possibility for the development of social attitudes of autonomy", has as leitmotiv the understanding of the challenges on the mediation of social attitudes on autonomy, suggesting path to intervention, elected by teachers working in professional education. The investigation of mediation as pedagogical practice for the development of social attitudes, in an educational context of stimulus to autonomy, constitutes the object of this dissertation sticking to the line of practical pedagogic research and teachers training. The formal problem of this investigation consists in the question: which are the challenges of mediation for the development of autonomy in social attitudes related to autonomy? The specific objectives are: to explore the concept, characteristics and implications of mediation in cultural-historical human development according to Vygotski perspective; to investigate the presence of the concept of autonomy in pedagogical writings of John Dewey; to introduce the definition of social attitudes as object study of American social psychology interpreted at the light of the prescriptions held by Lane, and execute field research with teachers who work in professional education in order to organize and analyze their perceptions about the challenges of mediation and the development of social attitudes autonomy. Teaching is designed in a historical materialist perspective and considering the docent practice exercise as one that brings together faculty position to contribute to the development of a professional with attitudes and behaviors consistent with the human condition in workplace and in society. The theoretical references about the mediation process of learning focuses on cultural-historical perspective of Lev Vygotsky Semyonovich. In defining the concept of autonomy we revisited the pedagogical writings of John Dewey and social attitudes were embraced by the contributions of Lane, and commentators and followers of the works of authors in referentiated in the proposals presented. We delimited the investigation from the explanatory and bibliographical literature with empirical data collection, through the dialectical method. Data processing and analysis were performed in quantitative research, in which we used the questionnaire instrument to categorize the challenges elected by the subjects, and subsequently, in a qualitative analysis, we used the instrument of semi-structured interviews in order to deepen some of the contributions through content analysis suggested by Bardin. The research participants are teachers of professional technical qualifications of midlevel healthcare in nursing and radiology subareas of Senac, working in operations unit Campinas - SP, initially distributed by the variable time teaching performance. As results and considerations, we identify some limitations on the extent of understanding of mediation as a pedagogical practice that sometimes were related to student's own expectations when coming from traditional systems of learning, sometimes to the teacher, who does not have specific training or time to devote himself to teaching practice, however, some of their practices resemble the possibilities of mediated learning. / A presente pesquisa, intitulada Media??o pedag?gica: uma possibilidade para o desenvolvimento de atitudes sociais na autonomia , possui como leitmotiv o entendimento dos desafios sobre a media??o de atitudes sociais na autonomia, sugerindo caminho ? interven??o, eleito pelos docentes atuantes na educa??o profissional. A investiga??o acerca da media??o como pr?tica pedag?gica para o desenvolvimento das atitudes sociais, num contexto educacional de est?mulo ? autonomia, constitui-se do objeto da disserta??o de mestrado que adere ? linha de pesquisa pr?ticas pedag?gicas e forma??o de professores. O problema formal da investiga??o consiste na pergunta: quais os desafios da media??o para o desenvolvimento de atitudes sociais na autonomia? Os objetivos espec?ficos consistem em: explorarmos o conceito, as caracter?sticas e as implica??es da media??o na perspectiva do desenvolvimento humano hist?rico-cultural vigotskiana; investigarmos a presen?a do conceito de autonomia nos escritos pedag?gicos de John Dewey; apresentarmos a defini??o sobre as atitudes sociais como objeto de estudo da psicologia social norte-americana interpretada ? luz das prerrogativas defendidas por Lane; e executar pesquisa de campo com os docentes que atuam na educa??o profissional a fim de organizar e analisar suas percep??es sobre os desafios inerentes ? media??o e ao desenvolvimento de atitudes sociais na autonomia A doc?ncia ? pensada em uma perspectiva materialista e hist?rica, considerando o exerc?cio docente como aquele que re?ne condi??es de contribuir para o desenvolvimento de um profissional com atitudes e comportamentos condizentes ? condi??o humana no trabalho e na vida em sociedade. As refer?ncias te?ricas sobre o processo de media??o da aprendizagem centram-se na perspectiva hist?rico-cultural de Lev Semyonovich Vygotsky. Na delimita??o do conceito de autonomia incursionamos os escritos pedag?gicos de John Dewey e as atitudes sociais foram abarcadas nas contribui??es de Lane, al?m de comentadores e continuadores das obras dos autores refer?ncias nas perspectivas apresentas. Delimitamos a pesquisa a partir da literatura bibliogr?fica e explicativa, com coleta de dados emp?ricos, por meio do m?todo dial?tico. O tratamento dos dados e a an?lise realizada na pesquisa foram de ordem quantitativa, no qual utilizamos o instrumento question?rio para categorizar os desafios eleitos pelos sujeitos da pesquisa, e, posteriormente, em uma an?lise qualitativa, utilizamos do instrumento de entrevista semi-estruturada, a fim de aprofundar algumas das contribui??es por meio da an?lise de conte?do sugerida por Bardin. Os sujeitos da pesquisa s?o docentes das habilita??es profissionais t?cnicas de n?vel m?dio da ?rea da sa?de nas sub?reas de enfermagem e radiologia do Senac S?o Paulo, atuantes na unidade de opera??es Campinas SP, distribu?dos inicialmente pela vari?vel tempo de atua??o docente. Como resultados e considera??es, identificamos algumas limita??es quanto ao entendimento sobre amplitude da media??o como pr?tica pedag?gica que se relacionaram ora as expectativas do pr?prio aluno, quando oriundo de sistemas tradicionais de aprendizagem, ora do docente, que n?o possui uma forma??o espec?fica e ou tempo para dedicar-se ao exerc?cio docente, contudo, algumas de suas pr?ticas se assemelhem as possibilidades da aprendizagem mediada.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T11:59:28Z No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) / Made available in DSpace on 2018-09-27T11:59:28Z (GMT). No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) Previous issue date: 2013-12-17 / This study aimed to verify and reflect about the association between attitude and verbal conceptualization of inclusive education in this narrative of faculty and undergraduate students with and without experience of working with people facing disabilities. The sample was selected randomly. Reflection on inclusive education arose from the author's experience in an institution of federal education toward vocational and technological education (EFA), where is being implemented a public policy of educational inclusion of people with special educational needs (SEN). The interest in conducting research on this topic arose from the fact that faces frequent opposition to inclusive education in schools especially in the sidewalks are unprepared professionals and lack of infrastructure. Therefore, can be considered as part of the inclusive actions initial and ongoing training of teachers in order to enhance the education as a process that begins but does not end. This is a descriptive, exploratory study that uses an instrument to collect data based on projective techniques. An instrument was built for search conceptualization and description of attitudes of educators through its narrative combining techniques complementing sentences and creation of a text on the topic. Another source of data was the researcher's field journal. Data analysis took into account the relationship between the participants' narratives and descriptions of their attitudes toward the object of the search based on the content analysis of Bardin?s model plus the observations drawn from Bruner?s narrative analysis. The results point to the persistence of common sense ideas about people in situations of disability, emphasizing the medical model and construction of schooling without significant knowledge to the subject. We expect to contribute to expansion of studies on teacher training and contribution to these inclusive policies / Este trabalho teve o objetivo de verificar e refletir sobre a associa??o entre atitude e conceitua??o verbal sobre educa??o inclusiva presente na narrativa de docentes e alunos de licenciaturas com e sem experi?ncia de trabalho com pessoas em situa??o de defici?ncia. A amostra foi selecionada de modo aleat?rio. A reflex?o sobre educa??o inclusiva surgiu a partir da experi?ncia da autora em uma institui??o de ensino federal, voltada para a educa??o profissional e tecnol?gica (EPT), onde est? sendo implementada uma pol?tica p?blica de inclus?o educacional de pessoas com necessidades educacionais espec?ficas (NEE). O interesse em realizar pesquisa sobre este tema veio da constata??o de que as frequentes oposi??es ? educa??o inclusiva nas escolas s?o calcadas mormente no despreparo dos profissionais e na falta de infraestrutura. Por esse motivo, pode ser considerada como parte das a??es inclusivas a forma??o inicial e continuada dos educadores de forma a real?ar a Educa??o como processo, que tem in?cio, mas n?o tem final. Trata-se de uma pesquisa descritiva, de car?ter explorat?rio, que utiliza um instrumento de coleta de dados baseado na t?cnica projetiva. Foi criado um instrumento para o levantamento de conceitua??o e de descri??o de atitudes dos educadores atrav?s de sua narrativa combinando t?cnicas de complementa??o de frases e de elabora??o de texto sobre o tema. Outra fonte de dados foi o di?rio de campo da pesquisadora. A an?lise de dados levou em conta a rela??o entre as narrativas dos participantes e as descri??es das atitudes destes em rela??o ao objeto da pesquisa baseado no modelo de An?lise de Conte?do de Bardin somada ?s observa??es retiradas da an?lise narrativa de Bruner. Os resultados encontrados apontam para a persist?ncia de ideias do senso comum sobre as pessoas em situa??o de defici?ncia, privilegiando o modelo m?dico e a escolariza??o sem constru??o de conhecimento significativo para o sujeito. Espera-se contribuir para amplia??o dos estudos sobre a forma??o docente e a contribui??o desta para as pol?ticas inclusivas